NICHCY

National Information Center for Children and Youth with

Disabilities

“Children with Disabilities”

Objectives

• Identify general characteristics of disabilities categories defined under IDEA.

• Identify general technology needs of students with these disabilities.

• IDEA (Individuals with Disabilities Education Act) defines “children with disabilities” as having any of following types of disabilities:

– autism – deaf-blindness– hearing impairments (including deafness)– mental retardation– multiple disabilities– orthopedic impairments– other health impairments– serious emotional disturbance– specific learning disabilities– speech or language impairments– traumatic brain injury– and visual impairments (including blindness).

Autism

• A developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before age three, that adversely affects educational performance.

• Low" Technology: Visual support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc.

• "Mid" Technology: Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, Language Master, overhead projector, timers, calculators, and simple voice output devices.

• "High" Technology: Complex technological support strategies - typically "high" cost equipment. Example: video cameras, computers and adaptive hardware, complex voice output devices.

Deafness

• A hearing impairment which is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance.

Hearing Impairment

• An impairment in hearing, whether permanent or fluctuating, which adversely affects a child’s educational performance but which is not included under the definition of “deafness.”

Technology for Hard of Hearing and Deaf Students

• Sound amplification systems• Notetakers• Captioning• E-mail for discussions• Visual warning systems for lab emergencies. • Changing computer auditory signals to flashes or contrast

changes. (some are built into the OS)• Hearing Aids• Signal Switches• Speech Training• TTY Telephones

Deaf-Blindness

• Simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that a child cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Mental Retardation

• Significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s educational performance.

Ways technology can help students with Mental Retardation

• Communication.– For a person who cannot communicate with his/her voice, for physical and/or cognitive reasons, technology can substitute as a voice

for the user. Computerized communication devices with vocal output are called augmentative communication devices. • Environmental Control.

– Devices to control the environment are important to people with severe or multiple disabilities and/or cognitive disabilities, whose ability to move about in the environment and to turn electrical appliances on or off is limited. Assistive technology allows a person to control electrical appliances, audio/video equipment such as home entertainment systems or to do something as basic as lock and unlock doors.

• Mobility. – For a person who does not walk, simple to sophisticated computer controlled wheelchairs and mobility aids are available.

• Education. – For a student with disabilities, the computer becomes a tool for improved literacy, language development, mathematical,

organizational, and social skill development. • Activities of Daily Living.

– Technology is assisting people with disabilities to successfully complete everyday tasks of self care. Examples include: – Automated and computerized dining devices allow an individual who needs assistance at mealtime to eat more independently (Brown,

et al., 1991). – Devices may be used to assist a person with memory difficulties to complete a task or to follow a certain sequence of steps from start

to finish in such activities as making a bed or taking medication. – Homes can be designed which use technology to assist a person to become more independent. – Directional guidance systems with auditory cues can assist a person to travel from one location to another. – Technology can assist a person to shop, write a check, pay the bills, or use the ATM machine.

• Employment. – As an example, an audio tape is an accommodation which can be used to prompt a worker to complete each task in a job.

• Sports and Recreation.– Computerized games can be adapted for the user with physical limitations.

Multiple Disabilities• Simultaneous impairments (such as

mental retardation/blindness, mental retardation/orthopedic impairment, etc.), the combination of which causes such severe educational problems that the child cannot be accommodated in a special education program solely for one of the impairments. The term does not include children with deaf blindness.

• Alternative and Augmentative Communication• Ensure physical accessibility of facilities and devices

– wheelchair accessible– adjustable table and trays– Alternative input devices

• Headwands • Mouthsticks• Switches• Alternative keyboards or keyboard access• Scanning• Morse Code• Alternative mice (i.e. trackballs, touchpads)• Keyguards• Word prediction software• Speech recognition software• Electronic books

– Other resources such as telephones, restrooms, and reference areas should be accessible as well.

Students with severe and multiple disabilities

• Use technology in all aspects of the classroom learning environment; – academic software

– communication

– Alternative ways to access computers • are available for students who cannot operate a keyboard.

• Software can be regulated so it runs at a slower pace if a student needs this type of modification for learning.

Orthopedic Impairment• A severe orthopedic impairment

which adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly (e.g., clubfoot, absence of some limb, etc.), impairments caused by disease (e.g. poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns which cause contractures).

Computer accomodations for mobility or orthopedic impairments

• Input – Accessible on/off switches. – Flexible positioning or mounting of keyboards, monitors, etc. – Software utilities that consolidate multiple or sequential keystrokes. – Mouth sticks, head sticks, or other pointing devices. – Keyguards. – Modified keyboards (e.g., expanded, mini, or one-handed). – Trackballs or other input devices provide an alternative to a mouse. – Keyboard emulation with specialized switches that allow the use of scanning or Morse code

input. – Speech input. – Word prediction software.

• Output – Speech output. – General assistance may be needed to access printed materials.

• Documentation – Individuals with mobility impairments generally do not have difficulty with standard screen

displays or written documentation.

Other Health Impairment

• Having limited strength, vitality, or alertness, due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes, which adversely affects a child’s educational performance.

Accommodations for students who have health impairments

• Notetakers and notetaking services. • Audio or video taped class sessions. • Flexible attendance requirements. • Extended exam time or alternative testing arrangements. • Assignments available in electronic format. • No flashing screens• The use of electronic mail for instructor-student meetings and discussion

groups for class discussions. • Web page or electronic mail distribution of course materials and lecture notes. • An environment which minimizes fatigue and injury. • An ergonomic workstation with adjustable keyboard trays, monitor risers,

glare guards, foot rests, adjustable chairs, and/or anti-fatigue matting. • Speech recognition computer input devices, ergonomic keyboards, one-handed

keyboards, expanded keyboards, or miniature keyboards.

Other health impaired cont’

• According to the Office of Special Education and Rehabilitative Services’ clarification statement of September 16, 1991, eligible children with ADD may also be classified under “other health impairment.”

Accommodations for students with ADD or ADHD

• Extended time to complete tests or assignments. • Notetakers or copy of another student's notes. • Tutors or other organizational supports. • Reduced course loads. • Preferential registration for smaller classes. • Preferential seating near the front of class. • Copies of overheads/classnotes. • Private, quiet rooms for test taking. • Tape-recorded lectures and/or books. • Printed course material on audiotape. • Written directions. • Flexible attendance requirements and extra exam time. • Assignments made available in electronic format, use of email to facilitate

communication.

Serious Emotional Disturbance

• A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: – an inability to learn which cannot be

explained by intellectual, sensory, or health factors;

– an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

– inappropriate types of behavior or feelings under normal circumstances;

– a general pervasive mood of unhappiness or depression; or

– a tendency to develop physical symptoms or fears associated with personal or school problems.

• (II.) The term includes children who have schizophrenia. The term does not include children who are socially maladjusted, unless it is determined that they have a serious emotional disturbance.

Accommodations for students who have mental health impairments

• Note taker, copy of another student's notes, or recording of lectures.

• Early notification of projects, exams, and assignments to reduce stress.

• Flexible attendance requirements. • An encouraging, validating, academic environment. • Alternative testing arrangements in a quiet room. • Assignments available in electronic format. • Web page or electronic mail distribution of course materials

and lecture notes. Extended time on assignments and tests. • A non-distracting, quiet setting for assignments and tests. • Extended time on assignments and tests.

Specific Learning Disability

• A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written.

• It may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.

Specific Learning Disability

• The term includes such conditions as – perceptual disabilities, – brain injury, – minimal brain dysfunction, – dyslexia, – and developmental aphasia.

Specific Learning Disability

• The term does not include children who have learning problems which are primarily the result of – visual, – hearing, or – motor disabilities, – of mental retardation, – of emotional disturbance, – or of environmental, cultural, or economic

disadvantage.

Learning Disabilities• Input

– Word processors with grammar and spell checkers. – Word processors with outlining and highlighting capabilities. – Word prediction software. – Phonetic Spelling software which can render phonetic spelling into correctly spelled words. – Speech recognition products can help students dictate assignments or term papers as well as

navigate the Internet using voice commands. – Concept mapping software allows for visual representations of ideas and concepts. This

software can be used as a structure for starting and organizing poetry, term papers, resumes, schedules, and computer programs.

• Output – Enlarged screen displays. – Alternative color contrasts. – Speech output. – Reading systems incorporating OCR and speech output.

• Documentation – Enlarged characters. – Speech output.

• Word Processors – Spell checking. – Grammar checking. – Font size and color changes. – outlining tools– color-coded text options – outline capabilities– Interactivity components

• Reading Systems These systems allow text on screen (document, web page or email) to be read aloud through the computer.

• A scanner and Optical Character Recognition (OCR) software adds the feature of reading printed text.

• Concept mapping software• Phonetic Spelling devices• Word Prediction software• Speech Recognition software• Organizational Software/Personal Information Managers (PIMs) • Talking Calculators• Low Tech Tools (Post-It Notes, Highlighters)

Speech or Language Impairment

• A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment, which adversely affects a child’s educational performance.

Speech and Hearing Impairments

• Input – Students with speech or hearing impairments generally

do not have difficulty accessing a standard computer.

• Output – Alternatives to audio output can be provided. – Communication devices can act as a substitute for

voices and provide a compensatory tool for students who cannot communicate verbally. This can allow them to engage in discussions and ask questions.

Traumatic Brain Injury

• An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, which adversely affects educational performance. The term does not include brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.

Accommodations for students with traumatic brain injuries may include:• Notetakers/scribes/readers. • Copies of overheads/class notes. • Accessibility to classroom, labs, facilities and field

experiences. • Seizure precautions (no flashing items)• Tape-recorded lectures, books, and printed course

material on audiotape.• repetition• routine• step-by-step instructions

Visual Impairment, Including Blindness

• A visual impairment which, even with correction, adversely affects a child’s educational performance. The term includes both children with partial sight and those with blindness.

Low Vision

•Most students with low vision can use standard keyboards. Special equipment or the use of built-in computer features can help modify screen displays and printer output.

• Following are examples of computer input, output, and documentation accommodations for individuals who have low vision:

• Input – Large-print key labels and home row indicators.

• Output – Large monitors and anti-glare screens. – Screen enlarger software. – Color and contrast adjustments. – Speech output systems.

• Documentation – Scanners with optical character recognition. – Large-print or ASCII versions of documentation.

Accommodations for students with low vision

• Large-print reading materials (e.g., books, handouts, signs, and equipment labels). Large print is typically as 16 to 18 point bold type, depending on the typeface used.

• Class assignments in audiotaped or electronic formats. • Computers with screen enlargers, optical character readers (which convert print to

speech output), or speech output. • The use of cassette recorders and laptop computers for notetaking. • Verbal descriptions of visual aides. • TV monitors connected to microscopes to enlarge images. • Recorded textbooks• Raised line drawings or tactile models for illustrations. Enlarged images through

connecting TV monitors to microscopes. • Raised line drawings or tactile models for illustrations. • Ready access to printed materials on computer disk, via email, or on websites can allow

a blind student, who has the appropriate technology, to use computers to read text aloud and/or produce it in Braille.

• Refreshable Braille displays• Web browsing software

Blindness

• Most individuals who are blind can use a standard keyboard. Viewing standard screen displays and printed documents is problematic. Specialized voice and Braille output devices can translate text into synthesized voice and Braille output, respectively.

• Input – Locator dots on the keyboard for commonly used keys

• Output – Speech output. – Refreshable Braille displays that allow line-by-line translation of a screen into a

Braille display area. – Braille embossers.

• Documentation – Braille embossers. – Scanners with optical character recognition that can read printed material and store

it electronically where it can be read using speech output or Braille.

SERVICES FOR INFANTS, TODDLERS, AND

PRESCHOOLERS WITH DISABILITIES

• Services for infants, toddlers, and preschoolers with disabilities are also made available through the IDEA.

• The Preschool Program extends educational rights to children age three to five, including all definitions and requirements.

• In the 1997 amendments to the IDEA, Congress made an important distinction for preschoolers: States are not required to label 3-5 year-olds in order to serve these children.

• Through the IDEA's Early Intervention Program, infants and toddlers with disabilities receive services.

• This program is directed to the needs of children, from birth to their third birthday, who need early intervention services because they:

– are experiencing developmental delays in one or more of the following areas: cognitive, physical, language and speech, psychosocial, or self-help skills;

– have a physical or mental condition that has a high probability of resulting in delay, such as Down syndrome, cerebral palsy, etc.; or

– at the state’s discretion, are at risk medically or environmentally for substantial developmental delays if early intervention is not provided.

• In addition, under this program the infant or toddler’s family may receive services that are needed to help them assist in the development of their child.

• State definitions of eligibility under this program vary; many states are still in the process of developing their early intervention programs. – Therefore, depending on the state, services may be

fully available or still in the process of developing.

Reference

• NICHCY

• P.O. Box 1492

• Washington, D.C.

• 20013-1492

• E-Mail: nichcy@aed.org

• URL: http://www.nichcy.org

• 1-800-695-0285 (Voice/TTY)

• Copyright free.

• Computers and Adaptive Technology; Disabilities, Opportunities, Internetworking, and Technology ; The Faculty Room http://www.washington.edu/doit/Faculty/Strategies/Academic/Adaptive/

• University of Washington, DO-IT, Disabilities, Opportunities, Internetworking, and Technology © 2001-2004, doit@u.washington.edu