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Download full textNational Center on Deaf-Blindness, 2022
This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about students with dual sensory loss who also have significant cognitive disabilities, as well as recommendations for identification and implications for instruction. The…
Descriptors: Intellectual Disability, Severe Disabilities, Deaf Blind, Students with Disabilities
Peer reviewed
Direct linkRicci, Carlo; Miglino, Orazio; Alberti, Gloria; Perilli, Viviana; Lancioni, Giulio E. – International Journal of Developmental Disabilities, 2017
Objective: This study assessed a new Speech Generating Device (SGD) for supporting request responses in five participants with intellectual and multiple disabilities. Methods: The technology involved a smartphone, a series of mini objects or of cardboard chips with pictures, and special software. When the participants placed one of the mini…
Descriptors: Augmentative and Alternative Communication, Multiple Disabilities, Intellectual Disability, Speech Communication
Council of Chief State School Officers, 2019
The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, requires that state education agencies (SEAs) establish standardized, statewide entrance and exit procedures for their English learners (ELs), including ELs with disabilities. For certain ELs with…
Descriptors: Disabilities, English Language Learners, Language Proficiency, Student Needs
Aasen, Gro; Naerland, Terje – Journal of Intellectual Disabilities, 2014
This study investigates responses to verbal versus tactile requests in children with congenital blindness, intellectual disability and autism spectrum disorder (ASD). Observation was conducted on two occasions. At T1, requests were given verbally, and at T2, tactile requests were given. All pupils perceived tactile symbols to be explicit requests…
Descriptors: Blindness, Intellectual Disability, Autism, Pervasive Developmental Disorders
Quigney, Theresa A. – Journal of School Counseling, 2017
The transition to life after high school for students with disabilities and the vital role that school counselors have in assisting the students and their families to achieve success are discussed. As there may be unique requirements for these students in making this transition, it is important that school counselors are acquainted with particular…
Descriptors: Disabilities, School Counselors, Counselor Role, Goal Orientation
National Dissemination Center for Children with Disabilities, 2012
Every year, under the federal law known as the Individuals with Disabilities Education Act (IDEA), millions of children with disabilities receive special services designed to meet their unique needs. Early intervention services are provided through the state to infants and toddlers with disabilities under three years of age and their families. For…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
