a.Emotional and behavioral disorders defined: The term means a condition exhibiting one or more of the following characteristics over a long period of time to a marked that adversely affects a child’s educational performance. (Special education cooperative) Emotional & Behavioral Disorders
What is normal? What is aberrant? Notice the differences in definitions and notice that for each definition there is a unique way of measuring normal and aberrant. There is no single, standard way of measuring social or emotional functioning. Judgments are always required to determine whether or not behavior is "abnormal". What may be considered deviant behavior in one culture may actually be the norm in another.
Note: (9% of all students receiving special education services are classified as having behavior disorders). 80% of all students identified as having emotional and behavior problems are educated in regular schools. Taking into consideration the prevalence rate of emotional and behavior problems, classroom teachers have to deal more with these students than any other disability group except those with learning disabilities.
Note: Most individuals with behavioral disorders are males.
Note: Behavior of students is cited as a primary reason for deciding to leave the teaching profession. Teachers often respond that they have to spend too much time on student behavior problems and not enough time on instruction. Social skills training is not typically taught in school and many schools have limited mental heath services for students.
Seriously Emotionally Disturbed (defined in IDEA)
The term serious emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance:
a) An inability to learn, which cannot be explained by intellectual, sensory, or health factors;
b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
c) Inappropriate types of behavior or feelings under normal circumstances;
d) A general pervasive mood of unhappiness or depression; or
e) A tendency to develop physical symptoms or fears associated with personal school problems
The term includes children who are schizophrenic or autistic. The term does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed. (IDEA, 1997, Federal Register, 42, (163), 42478)
B. Implication of teaching in each is of disability and modifications of teaching approaches-
Young people can have mental, emotional, and behavioral problems that are real, painful, and costly. These problems, often called “disorders,” are sources of stress for children and their families, schools, and communities. The number of young people and their families who are affected by mental, emotional, and behavioral disorders is significant. It is estimated that as many as one in five children and adolescents may have a mental health disorder that can be identified and require treatment. Mental health disorders in children and adolescents are caused by biology, environment, or a combination of the two. Examples of biological factors are genetics, chemical imbalances in the body, and damage to the central nervous, such as a head injury. Many environmental factors also can affect mental health, including exposure to violence, extreme stress, and the loss of an important person. We as elementary regular education teachers need to use a broad range of services to meet the needs of these young people and their families. To do this I will ask previous teachers about interactive techniques that previously have been effective with the students in the past. Determine whether the student is on medication, what the schedule is, and what the medication effects maybe on his/her in-class demonstration with and without medication. Use time-out sessions to cool off disruptive behaviors and as a break if the student needs one for a disability-related reason. Provide encouragement. Rewards more than punish in order to build self-esteem. Praise immediately all good behavior and performance. Change rewards if they are not effective for motivating behavioral change. Self-esteem and interpersonal skills are especially essential for students with serious emotional disturbance. As a elementary regular education teacher, I will be patient, sensitive, a good listener, fair, and consistent in my treatment of students. I will use a wide variety of instructional equipment which can be displayed for the students to look at and handle. When an interest in a particular piece has been kindled, as a elementary teacher regular education I will talk to the student about it and show him/her how to use it.I know from experience that aggressive students act as they do because of a subconscious desire for attention, and it is possible to modify their behavior by giving them recognition. By having the individual with the emotional disorder be in charge of an activity can often reduce the aggressiveness. I worked with a boy who had emotional and behavior disorders. He was up and down emotionally, crying one minute and laughing the next. I found that you just had to be kind and caring with him and he would respond. But he could be mean, by punching, hitting, and pinching. This was mainly when we was in a large group of students to much stimulus. I would have to let him sit on my lap or squeeze a ball. He needed a lot of one on one. Deep down I felt he wanted to be like the rest of the students but couldn’t because of his disorder. I will as kindergarten regular education teachers make sure I base my curriculum on the ability of each student. I will modify the assignments for those who need extra help. My classroom rules will need to be enforced consistently. All though making sure the discipline fits the “crime,” without harshness. Self-esteem and interpersonal skills are especially essential for all students with emotional disorders. For reading in my classroom it will be necessary to target specific prosocial behaviors for appropriate instruction and assessment to occur. Have students take turns, working with partner, following directions, reading in group or with others. Increasing positive relationships by means of rewards when they read appropriately, demonstrating appropriate reading. Using instructional strategies involving self control, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behaviors modifications, and mental cognitive. Skills should be forced on teaching my students reading skills. When testing as a kindergarten regular education teacher I will be sensitive to the student’s reactions to the various aspects of assessments. I will put into my student’s portfolio several examples of work (quizzes, assignments, projects) that demonstrate knowledge of the subject matter of the unit of study. I will make special arrangements for the students with emotional disorder according to what their special needs are so that they do not compromise the integrity of the testing situation. As the kindergarten teacher I will stay on top of students progress through in formal assessment, don’t wait it’s too late to discover that there is a problem. Last I will provide a private room/smaller group setting/ alternative testing site. (with proctor present); alternatively screens to block out distractions. As kindergarten elementary regular education teacher I will do what it takes to make my students successful in reading or taking test, or whatever task is at hand.
“Issues surrounding students with emotional/behavioral problems really tear at the fabric of people’s value systems. They carry a feeling that when people are ‘bad,’they should be punished…All I know for sure is that if we think we’re going to solve the problem with punishment, we know we’re not going to get anywhere.”
􀂄Middle school principal
c. Technology
Web Sites
Beach Center on Disability (Dead Link) Positive Behavioral Factsheets -- Summaries that deal with common behavioral concerns for parents, caregivers, and teachers.
Center for Effective Collaboration and Practice (CECP) : Improving Services to Children and Youth with Emotional and Behavioral Problems Information and links for the education community.
National Information Center for Children and Youth with Disabilities (NICHCY) Information on supports and services for families. Produces Positive Behavioral Support: A Bibliography for Schools and Positive Behavioral Support in the Home and Community: A Bibliography for Families.
PACER Center Excellent materials on emotional and behavioral concerns.
Assistive Technology for Behavioral Support
Assistive Technology that might be useful for a person with behavior disorders includes:
Electronic calendars with prompts for scheduled events.
Paging systems (beepers) linked to flexible computer programs that send reminders about events, expected behavior, or reinforcement statements.
Devices that reduce the frustration that can lead to behavioral problems.
For information about assistive technology devices and where to get them, call InfoTech at 1-800-331-3027, or visit http://www.uiowa.edu/infotech.
D. References
http://www.healthcare.uiowa.edu/cdd/multiple/rl/RL_behavdisorder.asp
http://www.csun.edu/cod/conf/2005/proceedings/2466.htm
http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp
(IDEA, 1997, Federal Register, 42, (163), 42478)
Special education cooperative
Saturday, February 28, 2009
Sunday, February 15, 2009
Learning Disabilities
A. Learning Disability- is defined as a childhood disorder characterized by difficultly with certain skills such as reading or writing in individuals with normal intelligence. Learning disorders affect the ability to interpret what one sees and hears or the ability to link information from different parts of the brain. These limitations can show up in many ways-as specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write, or to do math.(www.medterms.com) Medical Dictionary
Learning disability as a working definition –Learning disability can affect the way in which a person takes in, remembers, understands, and expresses information. People with learning disability are intelligent and have abilities to learn despite difficulties in processing information. Living with learning disability can have an ongoing impact on friendship, school, work, self-esteem and daily life. People with learning disability can succeed when individualized self-management skills and strategies are developed and relevant accommodation is provided.(Australian Learning Disability Association)
-“Learning disability and learning difficulties are used in the US and sometimes elsewhere, however it has been argued that intellectual disability is a more accurate term.” Prof. Roy McConkey (chair of Learning Disability, University of Ulster)
B. Implications of teaching
I will be teaching in the elementary school regular education kindergarten classroom. The number one thing I need to do is understand what learning disability my student or students have. Then I can and will how to modify their curriculum. Some of the things I will look for as a elementary regular education teacher are as follows. Whether my students are learning new vocabulary, speaking in full sentences, can retell a story, how play with peers, holding their pencil, reading accurately, remembering routines, can draw and copy shapes, modulating voice ( may speak to loudly or in monotone), understands how to play age appropriate games. (www.dldcec.org) Working in the elementary regular education kindergarten classroom as I will be looking for these behaviors. It is said that 4 to 6 percent of all students classified have some sort of specific learning disability in the nation’s public schools. Knowing this there is bound to be some in my kindergarten room. That is why to be successful requires me focusing on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that we can teach these students how to learn. (LDA) I know that as a elementary Kindergarten teacher regular education, I can help them have success by taking the proper steps and approaches. In my regular education classroom one way I can help my students who are over whelmed with homework because of a learning disability I will do as follows. First communicate with the parents and make suggestions on how to provide homework assistance. Second compare amount of time the student requires to complete homework assignments as needed. Third learn students feeling about the home work level of difficulty by having the rate the work easy, too difficult, or just right. Then I modify assignments as needed. Use a homework assignment planner. This will be used to communicate with the parents and help the student keep track of the homework they have to do each night. A planner will be a great tool for the parents and me. I will even try as a kindergarten elementary school regular education teacher to assign a peer model to work with the learning disability student. They can help the student when we do more difficult homework. The students a can learn from each other. Last at the end of the day I will have plan for making sure all homework and planner are properly placed in the students backpack. These are a few of the things we has elementary regular education teacher can do to help with the over whelming amount of homework. I will just have to assesses the learning disability and plan accordingly. Let me leave you with this quote:
“Consider the following four dead-end-kids. One was spanked by his teachers for bad grades and a poor attitude. He dropped out of school at 16. Another failed remedial English and came perilously close to flunking out in college. The third feared he’d never make it through school—and might not have without a tutor. The last finally learned to read in third grade, devouring Marvel comics, whose pictures provided clues to help him untangle the words. These four losers are respectively, Richard Branson, Charles Schwab, John Chambers, and David Boies.” http://lucarinfo.com/insire/ This just goes to show that we as elementary regular education educators have to pay attention and help our students with learning disabilities because they could be the next president.
C. Technology
Assistive technology (AT) - any device, piece of equipment, or system that is used to bypass, work around, or compensate for an individual’s specific learning deficits.
Hand-held calculator- used for a child who struggles with math, can be used to keep score while playing a game with friends.
AT- a teenager with dyslexia may benefit from AT that will read aloud his employer’s online training manual.
AT tools can help a student with listening, math, organization, memory, reading, and writing.
Abbreviation expander, Alternative keyboards, Audio books and publications, electronic math worksheets, free-form database software, Graphic organizers and outlining, Information/data managers, Optical character recognition, Personal FM Listening Systems, Portable word processors, Proofreading programs, Speech recognition programs, Speech synthesizers/screen readers, talking calculators, talking spell-checkers and electronic dictionaries, variable speed tape recorders, word prediction programs.
Instructional software- is used to develop specific academic skills. If differs from assistive technology in that it provides instruction rather than bypass strategies.
Universal Design for learning(UDL)-is a philosophy that encompasses learning models, methods, and products to enhance the educational experience of diverse learners (whether they have learning disabilities or not). In this approach, AT if often built into educational materials and can be customized to help students with disabilities be successful with the general curriculum.(UDL is not yet widely available to most students.)
D. References
AT- www.greatshools.net – had a lot of useful information on technology used for learning disabilities.
Assistive Technology for kid’s learning disabilities- by Kristen Stanberry and Marshall Raskind, Ph.D.
Australian Learning Disability Association - great information on the definition of what a learning Disability is.
Bryan T. and Sullivan-Burstein K. (1997) Homework-to’s. Teaching Exceptional Children, 6.
www.dldcec.org –good information on how to help students with homework.
Including All Students- by Ben Clay Kansas Curriculum Center
http://lucarinfo.com/insire/ -I got a inspirational quote from this sight.
Prof. Roy McConkey (chair of the Learning Disability, University of Ulster)- quote about learning disabilities and difficulties
Medical Dictionary- www.medterms.com – great definition of Learning Disability
A. Learning Disability- is defined as a childhood disorder characterized by difficultly with certain skills such as reading or writing in individuals with normal intelligence. Learning disorders affect the ability to interpret what one sees and hears or the ability to link information from different parts of the brain. These limitations can show up in many ways-as specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write, or to do math.(www.medterms.com) Medical Dictionary
Learning disability as a working definition –Learning disability can affect the way in which a person takes in, remembers, understands, and expresses information. People with learning disability are intelligent and have abilities to learn despite difficulties in processing information. Living with learning disability can have an ongoing impact on friendship, school, work, self-esteem and daily life. People with learning disability can succeed when individualized self-management skills and strategies are developed and relevant accommodation is provided.(Australian Learning Disability Association)
-“Learning disability and learning difficulties are used in the US and sometimes elsewhere, however it has been argued that intellectual disability is a more accurate term.” Prof. Roy McConkey (chair of Learning Disability, University of Ulster)
B. Implications of teaching
I will be teaching in the elementary school regular education kindergarten classroom. The number one thing I need to do is understand what learning disability my student or students have. Then I can and will how to modify their curriculum. Some of the things I will look for as a elementary regular education teacher are as follows. Whether my students are learning new vocabulary, speaking in full sentences, can retell a story, how play with peers, holding their pencil, reading accurately, remembering routines, can draw and copy shapes, modulating voice ( may speak to loudly or in monotone), understands how to play age appropriate games. (www.dldcec.org) Working in the elementary regular education kindergarten classroom as I will be looking for these behaviors. It is said that 4 to 6 percent of all students classified have some sort of specific learning disability in the nation’s public schools. Knowing this there is bound to be some in my kindergarten room. That is why to be successful requires me focusing on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that we can teach these students how to learn. (LDA) I know that as a elementary Kindergarten teacher regular education, I can help them have success by taking the proper steps and approaches. In my regular education classroom one way I can help my students who are over whelmed with homework because of a learning disability I will do as follows. First communicate with the parents and make suggestions on how to provide homework assistance. Second compare amount of time the student requires to complete homework assignments as needed. Third learn students feeling about the home work level of difficulty by having the rate the work easy, too difficult, or just right. Then I modify assignments as needed. Use a homework assignment planner. This will be used to communicate with the parents and help the student keep track of the homework they have to do each night. A planner will be a great tool for the parents and me. I will even try as a kindergarten elementary school regular education teacher to assign a peer model to work with the learning disability student. They can help the student when we do more difficult homework. The students a can learn from each other. Last at the end of the day I will have plan for making sure all homework and planner are properly placed in the students backpack. These are a few of the things we has elementary regular education teacher can do to help with the over whelming amount of homework. I will just have to assesses the learning disability and plan accordingly. Let me leave you with this quote:
“Consider the following four dead-end-kids. One was spanked by his teachers for bad grades and a poor attitude. He dropped out of school at 16. Another failed remedial English and came perilously close to flunking out in college. The third feared he’d never make it through school—and might not have without a tutor. The last finally learned to read in third grade, devouring Marvel comics, whose pictures provided clues to help him untangle the words. These four losers are respectively, Richard Branson, Charles Schwab, John Chambers, and David Boies.” http://lucarinfo.com/insire/ This just goes to show that we as elementary regular education educators have to pay attention and help our students with learning disabilities because they could be the next president.
C. Technology
Assistive technology (AT) - any device, piece of equipment, or system that is used to bypass, work around, or compensate for an individual’s specific learning deficits.
Hand-held calculator- used for a child who struggles with math, can be used to keep score while playing a game with friends.
AT- a teenager with dyslexia may benefit from AT that will read aloud his employer’s online training manual.
AT tools can help a student with listening, math, organization, memory, reading, and writing.
Abbreviation expander, Alternative keyboards, Audio books and publications, electronic math worksheets, free-form database software, Graphic organizers and outlining, Information/data managers, Optical character recognition, Personal FM Listening Systems, Portable word processors, Proofreading programs, Speech recognition programs, Speech synthesizers/screen readers, talking calculators, talking spell-checkers and electronic dictionaries, variable speed tape recorders, word prediction programs.
Instructional software- is used to develop specific academic skills. If differs from assistive technology in that it provides instruction rather than bypass strategies.
Universal Design for learning(UDL)-is a philosophy that encompasses learning models, methods, and products to enhance the educational experience of diverse learners (whether they have learning disabilities or not). In this approach, AT if often built into educational materials and can be customized to help students with disabilities be successful with the general curriculum.(UDL is not yet widely available to most students.)
D. References
AT- www.greatshools.net – had a lot of useful information on technology used for learning disabilities.
Assistive Technology for kid’s learning disabilities- by Kristen Stanberry and Marshall Raskind, Ph.D.
Australian Learning Disability Association - great information on the definition of what a learning Disability is.
Bryan T. and Sullivan-Burstein K. (1997) Homework-to’s. Teaching Exceptional Children, 6.
www.dldcec.org –good information on how to help students with homework.
Including All Students- by Ben Clay Kansas Curriculum Center
http://lucarinfo.com/insire/ -I got a inspirational quote from this sight.
Prof. Roy McConkey (chair of the Learning Disability, University of Ulster)- quote about learning disabilities and difficulties
Medical Dictionary- www.medterms.com – great definition of Learning Disability
Friday, February 6, 2009
Mental Retardation
Special Education Exceptionalities
1) Mental Retardation
a. Definition of Mental Retardation-is a developmental disability that is marked by lower-than-normal intelligence and limited daily living skills. Mental retardation is normally present at birth or develops in life. Mild mental retardation is classified by IQ scores from 50 to 75, includes about 85 percent of mentally retarded population, and individuals often live on their own with community support. Moderate mental retardation is classified by IQ scores from 35 to 50, includes about 10 percent of the mentally retarded population, and individuals often lead a normal lives with some level of supervision. Severe Mental Retardation is classified by IQ scores between 20 and 35, this includes about 3 to 4 percent of the mentally retarded population, and individuals often master basic skills like dressing themselves and cleaning but live in a group home. Profound Mental retardation is classified by IQ scores of less than 20, this includes about 1 to 2 percent of the mentally retarded population, and these individuals at this stage develop basic communication and self-care skills.
b. Implications of teaching in each area of disability and modifications of teaching approaches-
How can I work with a mentally retarded student in my regular education kindergarten class? I will serve the mentally retarded student by, simplifying the curriculum to one or two objectives rather than several that may be taught. Assignments will be modified to shorter length, fewer choices. Revisiting the lessons they are learning often and presenting it in small sequential steps. More several retarded student will be taught more basic skills and lessons that they will need in everyday life. In my kindergarten class regular ed. I will also make picture cards for the students who need them. This is an excellent way of helping them get a visual and better understanding of certain things. For example I worked with a student who didn’t always understand what foods where for lunch. I cut out different pictures from magazines and pasted them on note cards. These cards help him associate the choice and the picture when choosing what he wanted for lunch. I also made ones for centers, bathroom break, and good behavior vs. bad behavior, examples of reading time, nap time, and recess. These cards really benefited the student I was working with. I could also as a kindergarten teacher in elementary regular education use the Introtalker. This device can be used to record messages and the student can use these messages to communicate with students and teacher. I am sure throughout my years as an elementary teacher in regular education classroom I will have many different students and situations that I’ll have to come up with activities for. This is all in the process of become more qualified in the field we teach like elementary education regular Ed.
c. Specific technology-
Widgit Rebus- a keyboard with words to touch that says words for those who are nonverbal. The Rebus contains over 7000 clear concise symbols for all ages.
Introtalker- teacher’s record messages and it sensual becomes the student’s voice. An introtalker is a portable communication and training device with human-quality voice output.
IntelliKeys- means physical, visual, and cognitive access for people with a wide range of disabilities. IntelliKeys is an intelligent, alternative keyboard that plugs into any Macintosh or windows computer. It’s an ideal solution for students who have difficultly using a standard keyboard. Cost around 395 dollars
Alpasmart- used for typing papers and doing homework
Tape recorder- this could be used for listens to books on tape or prerecorded lessons.
Intellitalk 2- is a full featured word processor that allows you to combine graphics, text, and speech to enhance writing and communication skills. Special features that promote understanding reinforce concepts, and provide a multisensory writing environment for all learners.
GO Talk- is easy to use, portable, durable-and surprisingly affordable. Used for augmentative communication and curriculum enrichment.
BIGmack- is a simple, one-message communication device, which allows a single message of up to 20 seconds to be recorded and played back.
d. References and information taken from
Alpasmart
http://jet.unlv.edu/19.4/ParetteTable2.pdf
Assistive Technology
http://www.nsnet.org/start/communication.pdf
-Meeting the needs of students of students with communication difficulties.
BIGmack
http://www.ablenet.com/
Exceptional Children by William L. Heward
Page 132 Table 4.1 Classification of mental retardation by IQ score
Free Health encyclopedia
http://www.faqs.org/health/Sick-V3/Mental-Retardation.html Mental retardation is a developmental disability that is marked by lower-than-normal intelligence and limited daily living skills. Mental retardation is normally present at birth or develops early in life.
Go Talk
http://www.attainmentcompany.com/
IntelliKeys
http://www.synapse-ada.com/
Intellitalk 2
http://intellitools.com/
Introtalker
http://abledata.com/
Widgit Rebus
http://www.widgit.com/
1) Mental Retardation
a. Definition of Mental Retardation-is a developmental disability that is marked by lower-than-normal intelligence and limited daily living skills. Mental retardation is normally present at birth or develops in life. Mild mental retardation is classified by IQ scores from 50 to 75, includes about 85 percent of mentally retarded population, and individuals often live on their own with community support. Moderate mental retardation is classified by IQ scores from 35 to 50, includes about 10 percent of the mentally retarded population, and individuals often lead a normal lives with some level of supervision. Severe Mental Retardation is classified by IQ scores between 20 and 35, this includes about 3 to 4 percent of the mentally retarded population, and individuals often master basic skills like dressing themselves and cleaning but live in a group home. Profound Mental retardation is classified by IQ scores of less than 20, this includes about 1 to 2 percent of the mentally retarded population, and these individuals at this stage develop basic communication and self-care skills.
b. Implications of teaching in each area of disability and modifications of teaching approaches-
How can I work with a mentally retarded student in my regular education kindergarten class? I will serve the mentally retarded student by, simplifying the curriculum to one or two objectives rather than several that may be taught. Assignments will be modified to shorter length, fewer choices. Revisiting the lessons they are learning often and presenting it in small sequential steps. More several retarded student will be taught more basic skills and lessons that they will need in everyday life. In my kindergarten class regular ed. I will also make picture cards for the students who need them. This is an excellent way of helping them get a visual and better understanding of certain things. For example I worked with a student who didn’t always understand what foods where for lunch. I cut out different pictures from magazines and pasted them on note cards. These cards help him associate the choice and the picture when choosing what he wanted for lunch. I also made ones for centers, bathroom break, and good behavior vs. bad behavior, examples of reading time, nap time, and recess. These cards really benefited the student I was working with. I could also as a kindergarten teacher in elementary regular education use the Introtalker. This device can be used to record messages and the student can use these messages to communicate with students and teacher. I am sure throughout my years as an elementary teacher in regular education classroom I will have many different students and situations that I’ll have to come up with activities for. This is all in the process of become more qualified in the field we teach like elementary education regular Ed.
c. Specific technology-
Widgit Rebus- a keyboard with words to touch that says words for those who are nonverbal. The Rebus contains over 7000 clear concise symbols for all ages.
Introtalker- teacher’s record messages and it sensual becomes the student’s voice. An introtalker is a portable communication and training device with human-quality voice output.
IntelliKeys- means physical, visual, and cognitive access for people with a wide range of disabilities. IntelliKeys is an intelligent, alternative keyboard that plugs into any Macintosh or windows computer. It’s an ideal solution for students who have difficultly using a standard keyboard. Cost around 395 dollars
Alpasmart- used for typing papers and doing homework
Tape recorder- this could be used for listens to books on tape or prerecorded lessons.
Intellitalk 2- is a full featured word processor that allows you to combine graphics, text, and speech to enhance writing and communication skills. Special features that promote understanding reinforce concepts, and provide a multisensory writing environment for all learners.
GO Talk- is easy to use, portable, durable-and surprisingly affordable. Used for augmentative communication and curriculum enrichment.
BIGmack- is a simple, one-message communication device, which allows a single message of up to 20 seconds to be recorded and played back.
d. References and information taken from
Alpasmart
http://jet.unlv.edu/19.4/ParetteTable2.pdf
Assistive Technology
http://www.nsnet.org/start/communication.pdf
-Meeting the needs of students of students with communication difficulties.
BIGmack
http://www.ablenet.com/
Exceptional Children by William L. Heward
Page 132 Table 4.1 Classification of mental retardation by IQ score
Free Health encyclopedia
http://www.faqs.org/health/Sick-V3/Mental-Retardation.html Mental retardation is a developmental disability that is marked by lower-than-normal intelligence and limited daily living skills. Mental retardation is normally present at birth or develops early in life.
Go Talk
http://www.attainmentcompany.com/
IntelliKeys
http://www.synapse-ada.com/
Intellitalk 2
http://intellitools.com/
Introtalker
http://abledata.com/
Widgit Rebus
http://www.widgit.com/
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