Author: Eldridge, Kathleen A.

Title: AT for students with other health impairments in Wisconsin school settings

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2

Eldridge, Kathleen A. AT for students with other health impairments in Wisconsin school

settings

Abstract

According to Wisconsin law, students may meet the criteria for being classified as having

Other Health Impairments if they have limited strength, vitality, or alertness due to chronic or

acute health problems in grades PreK – 12. This Plan B paper presents Assistive Technology

products available to use with these students in school settings. Learning aids, devices, and

products were critically analyzed and a description of what constitutes other health impairments

are described through a literature review. The goal of this paper is to inform educators about the

Assistive Technologies available for these students with OHI. This paper will specifically

discuss the examples included in the Wisconsin Code, and therefore will not address

ADD/ADHD which is the most common qualifier for OHI or Tourette Syndrome.

3

Acknowledgments

I would like to express my sincere gratitude and thanks to my advisor Dr. Amy Schlieve

and my program directors for Career and Technical Education, Dr. Howard Lee and Dr. Carol

Mooney for their support and guidance. Thanks go to my Mahone Middle School Seventh Grade

Science class students in Kenosha, Wisconsin and Principal Brian Edwards for inspiring me to

research assistive technology and its relation to education. In addition, thanks to the American

Family Children’s Hospital in Madison, Wisconsin and the Child Life Specialist Program for

allowing me to volunteer with patients who have changed my outlook on life forever. Thanks to

my sister, Dr. Mary Eldridge, for her advice and assistance with the medical aspects of this

paper. Finally, thank you to the faculty and staff of the University of Wisconsin-Stout for giving

me the very best education in the field of Career and Technical Education.

4

Table of Contents

Page

Abstract ............................................................................................................................................2

Chapter I: Introduction .....................................................................................................................6

Statement of the Problem .....................................................................................................6

Purpose of the Study ............................................................................................................6

Assumptions of the Study ....................................................................................................7

Definition of Terms..............................................................................................................7

Limitations of the Study.......................................................................................................9

Methodology ........................................................................................................................9

Chapter II: Assistive Technology ..................................................................................................10

Learning Aids.....................................................................................................................10

Environmental Aids ...........................................................................................................11

Psychosocial Aids ..............................................................................................................11

Communication Aids .........................................................................................................12

Problems of AT ..................................................................................................................12

Educators Role in AT.........................................................................................................14

Chapter III: Other Health Impairments ..........................................................................................17

Chapter IV: The Use of Assistive Technology in Students with Other Health Impairments ........19

AIB .....................................................................................................................................19

Asthma ...............................................................................................................................24

Leukemia (Cancer).............................................................................................................25

Diabetes..............................................................................................................................28

5

Epilepsy..............................................................................................................................29

Heart Conditions ................................................................................................................31

Hemophilia .........................................................................................................................33

Lead Poisoning...................................................................................................................34

Nephritis .............................................................................................................................35

Rheumatic Fever ................................................................................................................37

Sickle Cell Anemia ............................................................................................................39

Tuberculosis .......................................................................................................................41

Chapter V: Summary, Discussion, and Recommendations ...........................................................44

Summary ............................................................................................................................44

Discussion ..........................................................................................................................44

Recommendations ..............................................................................................................45

References ......................................................................................................................................46

Appendix A: Description and Availability of Assistive Technology Products .............................79

6

Chapter I: Introduction

Statement of the Problem

Students in Special Education who are designated under the category of Other Health

Impairments, or OHI, include those who have limited strength, vitality, or alertness due to

chronic or acute health problems (Children with disabilities, 2001). Following Specific Learning

Disabilities and Speech/Language, OHI is now the third most common primary disability

identified in the state of Wisconsin. In 2010, nearly 7,000 Wisconsin-educated students between

the ages of 6 and 11 had an OHI, which was twice the number of students reported to have an

OHI in 2000. In 2010, almost 10,000 Wisconsin-educated students between the age of 12 and 17

had an OHI, four times the number of students reported to have an OHI in 2000 (Individuals with

Disabilities Education Act Data Accountability Center, 2012).

Because the special education category of OHI is so common, educators should know

how to meet these students’ health and learning challenges that may present in the classroom.

Assistive technology, or AT, can provide products that give a teacher tools that may help these

students with their functioning and learning difficulties.

Purpose of the Study

The purpose of this Plan B paper is to review Assistive Technology available to use with

students with specific Other Health Impairments in Wisconsin school settings. The intent of the

category of Other Health Impairments in Wisconsin is not to cover all health conditions, but to

provide a category of special education for students that do not meet the eligibility criteria for

one of the other impairment areas. The Wisconsin Code specifically includes but is not limited

to heart conditions, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia,

hemophilia, lead poisoning, leukemia, diabetes, or acquired injuries to the brain caused by

7

internal occurrences or degenerative conditions (Children with disabilities, 2001). This paper

will specifically discuss the examples included in the Wisconsin Code, and therefore will not

address ADD/ADHD which is the most common qualifier for OHI or Tourette Syndrome.

These Other Health Impairments are presented in a literature review along with

suggestions as to which Assistive Technologies may be available to educators to assist these

students with their difficulties in learning and physical functioning.

Assumptions of the Study

This paper assumes that Assistive Technology (AT) is or may be made available in the

school settings. There are many assistive technology products (40,000 listed in the Abledata),

and this paper will only be able to discuss a limited number of these products. Some of the ATs

are simple and inexpensive, and others are quite costly. Many school settings may not be able to

fund some of the recommended ATs. There are many other examples of OHIs that will not be

specifically addressed in this paper.

Definition of Terms

There are a number of terms that need to be identified for clarity and understanding.

ABLEDATA. The largest source of information on products for individuals with

disabilities, containing 40,000 listings of devices classified by each device’s function or features

(Cook & Miller Polgar, 2008, p. 4).

Assistive Technology (AT). “Technology that helps an individual to carry out a

functional activity” (Cook & Miller Polgar, 2008, p. 545).

Equal access. Equal opportunity of a qualified person with a disability to participate in

or benefit from educational assistance, or services (Office for Civil Rights, 2011b, Terminology,

para. 1).

8

Inclusion. The student participates in the general education classroom but has different

academic goals and receives educational support (Batshaw, 2001, p. 81).

Integration. The student’s presence and participation in the general education classroom

mainly for socializing rather than academics (Batshaw, 2001, p. 81).

Mainstreaming. A student with a disability that participates in the general curriculum

with some adaptions on how the material is presented to them and the amount of work that they

need to complete. They are expected to master the same content as the other students in class

(Batshaw, 2001, p. 81).

Other Health Impairment (OHI). OHI refers to having limited strength, vitality or

alertness, due to chronic or acute health problems. The term includes but is not limited to a heart

condition, TB, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead

poisoning, leukemia, diabetes, or acquired injuries to the brain caused by internal occurrences or

degenerative conditions, which adversely affect a student’s educational performance (Children

with disabilities, 2001) .

Placement. The term refers to a regular and/or special educational program in which a

student receives educational and/or related services” (Office for Civil Rights, 2011b, para. 3).

Reasonable modifications. Public entities are required to make reasonable modifications

in policies, practices, or procedures when the modifications are necessary to avoid discrimination

on the basis of disability (Office for Civil Rights, 2011b, para. 5).

Related services. A term used to refer to developmental, corrective, and other supportive

services, including psychological, counseling and medical diagnostic services and transportation

(Office for Civil Rights, 2011b, para. 6).

9

Limitations of the Study

This paper is limited because it is not a study. It is a general literature review of

Assistive Technologies and Other Health Impairments, followed by a discussion of some specific

ATs that may be useful in the classroom in helping students with specific OHIs.

Methodology

An extensive review of the literature from the University of Wisconsin-Madison school

library journals, Wisconsin public library system, and UW-Stout school library journals

regarding ATs and OHIs will be conducted and summarized in Chapters II. In addition, medical

journals referenced by PubMed and UpToDate.com will be used, especially when investigating

the current fund of knowledge related to the words “school” and “AT.” Pub Med will be

searched with the set limits for ages as zero to 18.

10

Chapter II: Assistive Technology

Assistive technology (AT) is defined as “technology that helps an individual to carry out

a functional activity” (Cook & Miller Polgar, 2008, p. 545). AT devices can be characterized as

either low or high technology. Low technology is low-cost, easy to make or to acquire (Buning,

2004; Cook & Miller Polgar, 2008). High technology is expensive, hard to make, or difficult to

find (Cook & Miller Polgar, 2008). Examples of low technology include pencils, paper

communication boards, mouthsticks, head pointers, modified pencil grippers, and hand pointers.

High technology devices include computer adaptions, environmental control units, computerized

wheelchairs, and listening devices (Buning, 2004; Cook & Miller Polgar, 2008; Rhoads & Seiler,

2000). AT allows students with OHIs who have life-impairing symptoms to perform functions

that they would otherwise be incapable of doing. In addition, it mitigates the limitations imposed

by a school’s otherwise inaccessible environment. Despite symptoms from OHIs, AT increases

endurance or ability to persevere and complete tasks that otherwise are too difficult for a variety

of reasons (Copley & Ziviani, 2004; Kelker & Holt, 2000).

Learning Aids

It is important that the school considers ways in which AT can be used to help a student

with learning issues. “Learning differences may manifest as limitations in listening, thinking,

speaking, reading, writing, spelling, or math” (Heacox, 2002, p. 131). Students with OHIs

progress through their challenges by completing their schoolwork. If AT is available to help

them with their struggles, it should be utilized.

AT devices and tools can help cognition and aid a student with an OHI to function in the

classroom despite symptoms that create physical challenges. “Cognitive development refers to a

11

student’s abstract thinking, reasoning, and ability to retain and apply new information”

(LeComer, 2006, p. 254).

Environmental Aids

Assistive Technology provides an opportunity for students with OHIs to function in a

somewhat protected environment (Steen & Mirro, 2000). The health, safety, and motivation of

the students are directly impacted by the physical environment of the classroom (Nakamara,

2000, p. 7). The “comfort of the students can be affected by the heating, ventilation,

illumination, glare, noise, size and color of a room” (Nakamara, 2000, p. 249). A key to having

successful learning for students with special needs is finding a good environmental fit (LeComer,

2006, p. 54).

Limitations in mobility may result from fatigue, amputation, limited joint mobility, or

other issues (Cook & Miller, Polgar, 2008 p. 411). AT devices that address issues that would

impair learning should be used.

An educator needs to use the information available from students, caregivers, and the

school in order to confirm their perception of the student’s learning preferences. Then,

any special considerations needed for this student, such as management of learning

activities, and modified classroom arrangements can be made more effectively. (Heacox,

2002, p. 33)

Psychosocial Aids

Assistive Technology may also benefit students psychosocially. Children with OHI may

suffer from: ADHD/inattention, increased diaphoresis (sweating), fear of death, sensitivity to

stress, lower self-esteem, eating disorders, weight gain, fidgetiness, behavioral problems,

12

sporadic vomiting, constipation, psychological stressors, social stressors, delays in growth and

puberty, dehydration, social isolation, anxiety, depression, and OHI-associated stigmas.

It is important to take the concepts of “identity, self-protection, and motivation into

consideration when deciding which AT would best help students from the affects of OHI

resulting in psychosocial difficulties” (Cook & Miller, Polgar, 2008).

Communication Aids

Assistive technology can be used to aid students with OHI in their communication needs.

“Speech and language refers to the student’s ability to form speech sounds, the ability to express

and receive communication, and the student’s auditory processing” (LeComer, 2006, p. 6).

Augmentative and alternative communication (AAC) systems serve needs for both

writing and conversation for individuals who have difficulties. Low-technology AAC

systems provide easy help for meeting communication needs, whereas high-technology

devices offer sophistication in vocabulary, speed of communication, and flexibility of

access. (Cook & Miller, Polgar, 2008 p. 374)

Problems of AT

Other literature reviews on AT with students identified barriers to its effective integration

within schools, including “lack of staff training, negative staff attitudes, inadequate assessment

and planning processes, insufficient funding, and difficulties accessing and managing equipment

in an orderly time period” (Copley & Ziviani, 2004, p. 229).

If recommended under an IEP, Assistive Technology is a service that can be provided by

school districts (Kelker & Holt, 2000). The frequently overlapping medical, educational and

functional needs of the student with impaired abilities due to OHIs must meet a specific

educational need in order to be included in an IEP and qualify for Special Education Services.

13

Schools must identify a funding source. Under the city school system, the funding source would

be the government (Shuster, 1993).

Since 1986, the United States Department of Education’s Office of Special Education

Programs has sponsored nearly $80 million in research to advance the quality and use of

educational technology (The SAGE handbook of special education, 2007).

The students’ ability to successfully reintegrate into the school setting relies on careful

planning and attention to the specific academic requirements of the student (Shaw & McCabe,

2008).

Having a medically-oriented environment for students with chronic illness may involve

significant structural and material adaptations, including physical therapy equipment,

communication devices, assistive mobility devices such as wheelchairs, standers, bathroom aids

(step stools, handle bars), accessibility medications such as ramps, and life support equipment

such as oxygen canisters, and heart resuscitation. However, some AT devices are minor in terms

of cost and inconvenience, such as a cot available for brief naps to overcome the symptom of

fatigue and for medications being delivered (Shaw & McCabe, 2008).

Integration and inclusion of many students with a wide range of disabilities, including

those due to the symptoms caused by OHIs, into regular education classrooms and programs

does necessitate additional staff, including instructional assistants, special education teachers,

and sometimes school nurses or nursing assistants. The other students in the class must adapt to

having additional assistants and equipment in the classroom. Finally, modifications to the

classrooms, restrooms, and hallways may be necessary (American Academy of Pediatrics, 2007).

Students with symptoms that impair their ability to function equally “will experience greater

disability” in an environment that does not encourage equity. Staff should realize that students

14

with OHIs would experience less “disability in a more supportive environment” (Pope & Brandt,

1997, p. 52).

Educators’ Role in AT

It is important to consider how a device matches up with the individual’s needs and

habits. “AT are used best when all the people in student’s life understand the devices” (Kelker &

Holt, 2000, p. 18). Most educators do not know of or understand OHI. Educators of students

with OHIs must be knowledgeable about current AT options and their students’ symptoms of

chronic illness because the success of their students depends on their willingness to be informed

and work to present learning opportunities and AT within considerations of their functionality.

Educators may attend in-service workshops or conferences that focus on AT. During the

conferences, educators and support staff spend several days discussing and trying new products

(Cook & Miller, 2008). The “AT Across the Lifespan Conference (ATALC)” provides updated

information and resources about AT yearly to Wisconsin and surrounding states. Along with

presentations, ATALC hosts Wisconsin’s largest Free Exhibit hall where people can see the

newest in AT software and devices (Nankee, 2012).

With the changing aspects of OHIs and a student’s situation, those who assist students

should be able to identify if an AT is being used properly or if a different device would be more

suitable (Kelker & Holt, 2000). A student will need to try different ATs as he/she progresses

through schooling if his OHI does not resolve (Murchland & Parkyn, 2010).

For instance, students who have difficulty communicating may start off with a low tech

device such as a communication board or PECS, which has a limited vocabulary. They may later

try an electronic device such as Dynavox Maestro for more of an expanded vocabulary menu.

15

iPads or tablets require good co-ordination and finger control. If a student who is able to

hold a pencil but has no fine motor function and difficulty pointing is trying to select different

icons on an iPad, he or she may have to try several different styluses with different sizes and

shapes of grips before they find one that actually works. The same student may find that using a

switch or joystick for the iPad may be easier.

The students’ ability to successfully reintegrate into the school setting relies on careful

planning and attention to the specific academic requirements of the student (Shaw & McCabe,

2008).

Knowledge of medical issues typically is not part of the curriculum for training teachers,

psychologists, or other educators. Nevertheless, legal and regulatory mandates and trends in

health care service delivery place increasing responsibility on educators. The gap between

professional preparation and the need for knowledgeable professionals with regard to medical

issues is wide. Without changes, this gap is likely to grow wider (Shaw, Glaser, Stern,

Sferdenschi, & McCabe, 2010).

Educators of students who use AT should complete regular self-assessments that analyze

their ability to use AT. In addition, teachers who work with students and are members of the

multidisciplinary committees that create IEPs should be able to easily identify and know how to

procure the most effective and affordable devices. Finally, educators should have a basic skill

set that would enable them to modify AT equipment when necessary (Schwartz, 2005).

Understanding basic skill needs such as fine and gross motor, communication, and self-

care may be of great importance for the overall success of a student with disabilities. In addition,

medical needs such as seizure control and monitoring, medication disbursement, and specific

medical procedures should be specifically addressed. The transdisciplinary role of the IEP team

16

will ensure that a general education teacher is not necessarily responsible for assessing or

perhaps even implementing such specific procedures. Rather, teacher input is necessary to

determine how such needs can be accommodated in the classroom (Bishop, 1996).

For a student to be successful in using AT, he/she must be trained in its use (Kelker &

Holt, 2000).

The following training strategies are recommended when implementing new assistive

technologies for students with disabilities: use a multisensory approach to training,

incorporating visual, oral, and written instruction. Break the instructional process into

steps. Demonstrate the use of technology and allow the student to perform the same

procedures, providing constant comprehension checks. Use concise, clear directions in

describing functions and procedures, and provide motivation for the student (Schwartz,

2005, p. 292).

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Chapter III: Other Health Impairments

According to Wisconsin law, a student may meet the criteria for being classified as

having an “other health impairment” if there is limited strength, vitality, or alertness due to

chronic or acute health problems.

There is an evaluation process for a student to receive special education and to meet the

criteria for OHI. An OHI is considered an educational disability. The diagnosis is made by the

Individualized Education Program (IEP) team of educator professionals. The student’s health

problem must adversely affect educational performance in order to meet the criteria for OHI. If

the team finds that the student meets the criteria, they will determine whether or not there is a

need for special education. Medical records, opinions, and recommendations are excellent

sources of information. However, a physician is not allowed to propose special education for a

student. A medical diagnosis is not legally required and is not an automatic qualification for

OHI (Boreson, 2009).

Students with disabilities have help in determining their educational goals because of the

outline laid out in the IEP. Each student’s IEP lists general goals and specific objectives that the

student is expected to accomplish, and the objectives are considered by the teacher and

integrated into the curriculum (Bishop, 1996). Some school districts establish “building teams”

to provide regular education classroom teachers with instructional support for helping these

students (Office for Civil Rights, 2011a, para. 7). The IEP aim is “part of a plan to make the

academic standards immediate and specific for the student” (Great Lakes West Comprehensive

Assistance Center, 2009, para. 5). The IEP must enable the student to be involved in and

progress with the general curriculum based on the Wisconsin Model Academic Standards and

district criterion (Wisconsin Department of Public Instruction, 2010). If a student’s OHI is

18

having a negative impact on his or her learning experiences, an IEP may be necessary to prevent

a student from falling behind.

The 504 Plan is another plan that allows for accommodations for students who do not

need special instruction or special education to assist them in a regular education setting, but

have physical impairments; illnesses or injuries; communicable diseases; chronic conditions and

learning problems. “A school nurse may also provide services through a 504 Plan, or just

because a student needs one” (e.g., without an IEP or a 504 Plan) (Boreson, 2009, para. 8).

Schools do not receive any financial assistance to provide Section 504 plans. Because of

this, schools may view a Section 504 plan as a financial burden (Stanberry & Kaloi, 2012) .

Students with 504 plans and IEPs may be evaluated for AT devices to aid them in the

classroom. An Assistive Technology device is “any item, piece of equipment, or product system,

whether acquired commercially off the shelf, modified or customized, that increases, maintains,

or improves functional capabilities of a student with a disability” (Wisconsin Department of

Public Instruction, 2009a, para. 1).

Following the decision of the IEP team that AT must be provided to a particular student

as part of his or her IEP, the responsibility falls on that of the school administration to determine

how the AT will be provided (Kelker & Holt, 2000). Students with OHI seldom qualify for AT.

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Chapter IV: The Use of Assistive Technology in Students with OHIs

Acquired Injuries to the Brain (AIB) Caused by Internal Occurrences or Degenerative

Conditions

There are a wide variety of causes that can lead to an acquired injury to the brain.

Traumatic brain injury is categorized separately in the Wisconsin statutes and will not be

discussed as an AIB. This paper will focus on four causes of AIB: arterial dissection,

meningitis, encephalitis, and ischemic strokes.

First, arterial dissection is the most common vascular abnormality in young adults.

Vascular abnormalities can injure the brain internally. Risk factors in young adults include

“recent pregnancy, drug use, premature atherosclerosis, and possibly migraine” (Smith, 2011,

para. 2).

Meningitis is inflammation of the lining of the brain known as the meninges. Bacterial

meningitis in students is most often caused by Neisseria meningitides bacterial, and is called

“meningococcal meningitis” (Miller & Valman, 2002, p. 158). “That is the type of meningitis

that spreads rapidly in schools, dorms, and military camps. Even though the Neisseria bacteria

are normal inhabitants of the nose and throat, and usually cause no ill effects. Why they cause

meningitis in some students is unknown” (Miller & Valman, 2002, p. 158).

Infected, ill students can take antibiotics as they kill the Neisseria bacteria. There are

also some viruses that can cause meningitis, but antibiotic do not work against viruses.

The viruses most commonly implicated as being responsible for meningitis are influenza,

the chickenpox virus, infectious mononucleosis, and HIV after it has caused AIDS.

(Miller & Valman, 2002, p. 158)

20

Encephalitis is inflammation of the brain itself. A rare condition, it can be caused by any

viral infection, though more viruses are associated with it than others. For unknown reasons, the

viruses spread through the bloodstream to the brain from sites elsewhere in the body.

Encephalitis can have long-term effects, even after several years.

Encephalitis can also occur after measles, rubella, or chickenpox. The live viruses

contained in some vaccines may, very rarely, cause encephalitis. Encephalitis can vary in

severity from being mild and harmless to being a serious and life-threatening illness.

(Miller & Valman, 2002, p. 159)

Strokes are associated with older adults usually, but they can occur anytime in a person’s

life. When they do happen, they result in severe impairment and often death. Ischemic strokes,

where the blood does not get to the brain, may occur because of many different reasons.

Students may have an ischemic stroke if they have “cardiac abnormalities, vascular lesions,

hematologic abnormalities, infection, and genetic conditions.” Nevertheless, Sickle Cell Disease

is the most common cause of stroke in students, with a rate that is “300 times higher for having a

stroke than students without SCD.” In addition, abnormalities of the veins and arteries in the

brain predispose students to ischemic strokes, especially as some students are born with the

abnormality but are unaware until it happens. Examples of these abnormalities include “arterial

dissection (which can even be caused by neck adjustment by a chiropractor), cerebral

arteriopathy of childhood, fibromuscular dysplasia, Moyamoya syndrome, and vasculitis”

(Smith, 2012, Vasculpathy, para. 1). Many metabolic conditions may also be associated with

ischemic stroke (Hsich, Robertson, Irons, Soul, & du Plessis, 2000). Some of these metabolic

conditions are very rare (Sproule & Kaufmann, 2008; Pavlakis, Phillips, DiMauro, De Vivo, &

Rowland, 1984).

21

Children with AIB may have physical function difficulties which cause fecal or urinary

incontinence. “Most children achieve bowel control by 3 years-of-age” (Miller & Valman, 2002,

p. 162). “Bed-wetting, or enuresis, is a common problem . . . for children who have an OHI of

AIB. Few children can control their bladder function before they are 3-years-old. Reliable

control day and night may be gained any time between the ages of 3 and 7 years” (Miller &

Valman, 2002). Diapers are a form of AT for children with bowel or bladder control issues. The

child may stay in class rather than go home because of a need to change clothing from this

symptom. Embarrassment that can come with bowel and bladder control issues should be

addressed by having the student wear a Youth Pull-On Diaper, Model Y3505 (AbleData, 2006).

Coglink is an “electronic mail program for individuals with brain injury or cognitive

disabilities” (AbleData, 2009). It may help students when they are too ill to attend school.

“If in addition, there is a sensation loss and lack of awareness of the position of the limbs,

the patient’s ability to compensate for motor loss is greatly limited” (Goldenson, Robert 1978,

p. 75).

Students who have AIB may need to use a wheelchair, at least initially. The wheelchair

is one of the first devices to be considered for students who had a stroke since it makes it

possible for them to get from one place to another. Usually a student will progress to walking

with a walker or a four- or three- legged cane, or a straight cane, or to no device. Long and short

leg bracing may be helpful to support a weak hip, knee, or ankle. Bracing may be needed only

temporarily until strength is regained (Goldenson, Robert 1978). Wheelchairs, canes, and

bracing are all forms of AT. When an AIB causes muscular weakness, walking problems may be

lifelong and associated with a limp (Miller & Valman, 2002).

22

Students with AIB often use wheelchairs for mobility, the IEP team should evaluate if the

desks in each classroom would allow for wheelchairs. “The Royal ADA-Compatible Desk is an

adapted student desk designed for classroom use for individuals who use wheelchairs”

(AbleData, 2009c, p.1). The Balance Training System for Children is a computerized motion

tracking system, based on the system “Wii” to help children advance their balance skills after

becoming mobile (AbleData, 2010). It enables students with a lack of balance or limitations in

sports and physical education due to symptoms of the AIB to improve stability in movement. A

Wii helps students see where their center of gravity is because the balance board visualizes it on

a screen; this AT which aids a student when a loss of proprioception occurs and impedes the

ability to understand where they are in relation to other objects or even their own bodies.

Meanwhile, the tilting motion of the Vestibular Board (Model 224) “assists reclining patients

with developing balance skills. By unlocking and turning the base 90 degrees, this board may be

used for side to side or end to end motion” (AbleData, 2008, p.1).

Disability related limitations are reduced by technology. Technology may also redefine a

person’s disability. “For example, when someone with quadriplegia utilizes a software program

that allows them to interface with a computer by blinking their eye, they are changing the range

of functioning in their environment” (McCarthy & McCarthy, 2009, p. 12).

Handwriting and typing can be tiring for the fingers, even with the use of computers.

Consideration should be taken by those who actively participate in monitoring the use of

computer-based AT by students. From a medical standpoint, it is mainly just to preserve the

student’s joints rather than straining them at such a young age. It is preserving what the student

has rather than exacerbating the symptom of the OHI (Murchland & Parkyn, 2010).

23

Children who have an AIB would benefit from products such as touch screen technology

for tools such as iPads, iPhones and other screen technology. “WICO Touchscreen Stylus is a

touch screen intended for use by individuals with grasping, upper extremity or fine motor

disabilities or arthritis” (AbleData, 2011, p.1). The pointer is a technology that is similar to the

WICO Touchscreen Stylus. If a child has an OHI that requires more surface area to be added to

a writing utensil then the Arthwriter Hand Aid, Model F73514 would be an excellent product.

The Arthwriter Hand Aid, Model F73514 is “a grasping aid designed to provide grip assistance

to individuals with hand or finger disabilities, particularly arthritis, missing fingers, or persons

wearing casts “(AbleData, 2010, p.1).

Students with an AIB or cancer may benefit from software programs that help them

relearn certain skills related to cognition. “Cogrehab Vol. 7: Quest provides training in

language, memory, and cognitive and information processing problems” (AbleData, 2003, p.1).

For the same reason the Cogrehab Vol. 7: Quest may be necessary for memory impairment

because of OHI, students may benefit from the Planning and Execution Assistant Trainer

(PEAT). “The PEAT is a cognitive aid for individuals with brain injury or cognitive or memory

disabilities” (AbleData, 2011, p.1).

The Super Chewnoodle is an “oral sensory integration activity intended for children with

physical or neurological disabilities, sensory processing disorder, and autism” (AbleData, 2011,

p.1). It may benefit children with AIB by reducing distractions, anxiety and hyperactivity.

A type of sensation impairment involves vision in some students with AIB. Eye muscle

paralysis and double vision occur in some instances. More commonly, the stroke

patient’s field of vision may be narrowed somewhat, usually on the side of the

hemiplegia or motor impairment. Or there may not be an actual loss of vision, but instead

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there may be a tendency to ignore that side, just as the rest of the side of the body does

not interact with the environment in a normal way. This last tendency is a psychological

or perceptual manifestation of the underlying brain damage. (Goldenson, Robert 1978, p.

575)

Students with AIB may have hearing loss and may benefit from Dragon Naturally

Speaking which is “a voice input and voice output program designed for individuals with spinal

cord injury or upper extremity, vision, or learning disabilities” (AbleData, 2012b, p. 1). This

aids the students as they can read what the teacher said out loud on their computer screen.

Asthma

Asthma is caused by constriction of the airways in the lungs as a result of inflammation.

Meanwhile, mucus is secreted. The combination of the constriction and the mucus makes it

difficult to breathe and, if untreated, can actually lead to respiratory failure from working too

hard to breathe, and death. Genetic factors are involved in the cause of asthma (Miller &

Valman, 2002). “Nine million Americans 18 or younger in the U.S. have asthma” (Bock &

Stauth, 2007, p. 124).

Stressors surrounding asthma can include: anxiety about the often sudden, life-

threatening nature of attacks, fear of dying, fear of peer rejection, concern regarding the

effects of asthma drugs, sleep deprivation, poor academic performance, financial costs,

difficulty obtaining health insurance or having benefits terminated because of excessive

utilization or job changes, family issues, limitation of settings because of potential

triggering of asthma. (Bailey & Miller, 2011, para. 1)

As for medication use, a student should understand the difference between a rescue

inhaler and their “everyday” medications; a school nurse should discuss these medications with

25

the student. There is a system called WellDoc that cares for students with chronic illness from a

distance by cell phone.

Students with asthma who are experiencing vocal strain or laryngitis can benefit from

using AAC communication devices which will speak for them by just touching a button. An

example of such a device would be the GoTalk Plus communicator (Abledata, 2010). This will

allow students with asthma to express themselves and participate in class as if they did not have

an OHI.

For students with asthma, the stress of having a chronic illness that is associated with

many reasons to be anxious, combined with the effects of the glucocorticoids and beta-agonist

medications may become overwhelming. Finally, The Body Pillow is a “vibrotactile

amplification system for children or adults with cognitive, neurological, or emotional

disabilities” (AbleData, 2003a, p.1). It is used for positioning, calming and/or stimulating. It is a

large, beanbag-style pillow which has a built-in speaker system that provides tactile stimulation,

enabling students to feel music as well as hear it for a full-body experience of sound and

vibration.

Leukemia (Cancer)

A cancer that can spread to other parts of the body in which there is a sharp increase in

the number of white blood cells is named leukemia. Leukemia is a “progressive, malignant

disease of the hematopoietic organs, characterized by a sharp increase in the number of

leukocytes, as well as the presence of immature forms of leukocytes in the blood and bone

marrow” (Leonard, 2012, p. 158). Most of the signs and symptoms of leukemia result from a

lack of normal blood cells. This happens because the cancer cells crowd out the normal cells that

26

make blood in the bone marrow” (American Cancer Society, 2012, p. 23). Leukemia affects

31% of children with cancer (Steen & Mirro, 2000).

One in every 350 U.S. students will develop cancer by the time they are 20-years-old

(Steen & Mirro, 2000). “Bone marrow transplant is the preferred treatment for many forms of

childhood cancers, but it is a possible cure that does carry unique risks” (Steen & Mirro, 2000, p.

163). Understanding that bone marrow has red blood cells, white blood cells, and platelets

(which stop bleeding) helps one understand the purpose of bone marrow transplantation. The

white blood cells are bad in leukemia, so they are killed using chemotherapy or radiation. A

person with similar blood can donate their good white blood cells in a simple procedure that is

like giving blood. “ After the donor’s cells are collected, the hematopoietic cell transplantation

(HCT) can occur. This is the bone marrow transplant. HCT refers to the administration of the

good cells from the donor to put into the student with leukemia so that they can start with fresh

cells in their bone marrow” (Cutler, 2012, Introduction, para. 1).

Chemotherapy and radiation can injure the brain of a student with cancer. Cancer can

spread to the brain, also. Cogrehab Vol. 7: Quest is a software training program that would

enable students with cancer to rehabilitate areas of learning that may be affected, such as

“language, memory, and a cognitive and information processing problems” (AbleData, 2003, p.

1). Headaches may also distract a student with cancer as they are a symptom associated with this

OHI. Students may benefit from a device such as the Antense Anti-tension biofeedback device

which “monitors tension around face, neck and shoulders, enabling students to lessen headaches

and focus on class” (AbleData, 2012, p.1). The Hard Shell Helmet with Face Bar, the

ProtectaCap, and the Toppen (Model 77) should all be considered as precautionary measures in

the event of seizures (AbleData, 2010; AbleData, 2011b; AbleData, 2007).

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If cancer affects the memory, AT devices should be used to help a student in class with

this problem. “Memory aids are those devices that enhance memory by providing storage for

commonly used information or aiding in the retrieval of information” (Cook & Miller Polgar,

2008, p. 353). For those who have frequent appointments after they leave the hospital, the

Planning and Execution Assistant Trainer (PEAT) could give them reminders, keep track of their

homework and important information (AbleData, 2011).

As cancer’s affect on the student’s body may be devastating enough that he requires a

wheelchair, the Royal ADA-Compatible Desk would help students with wheelchairs function

more efficiently (AbleData, 2009). In addition, the Balance Training System for Children and its

use of the balance board could help students with symptoms of muscle weakness and

coordination difficulties recover (AbleData, 2010).

When concerned about the risk for infection, the Sensor Soap Pump is a liquid soap

dispenser designed for use by individuals with neurological, upper extremity, or severe physical

disabilities or spinal cord injury. It prevents cross-contamination as students would not need to

touch a contaminated dispenser. This automatic unit dispenses soap touch-free when the student

places a hand under the sensor.

Students who are laryngectomees or are not able to speak because the chemotherapy has

damaged mucosal cells in the mouth and throat can benefit from using AAC communication

devices, which speak for them. Students with visual loss or impairment may use optical reading

systems which have the capacity to scan printed text and then verbalize it. In order for students

who use Braille to read and to write in class the use of an electronic Braille writer would assist

them since the keys are in Braille (AbleData, 2010). The Mountbatten Learning System is an

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electronic Braille writer and training device designed for use by children who are learning Braille

(AbleData, 2010).

Diabetes

“Type 1 diabetes, one of the most common chronic diseases in childhood, is caused by an

insulin deficiency. It is an autoimmune disease because the insulin-producing pancreatic beta

cells are killed by the body’s own defense cells” (Levitsky & Misra, 2012, Introduction, para. 1).

Insulin, a hormone that enables body cells to use and store the sugar glucose from food and

drink, is necessary for survival because it removes the sugar from the blood and puts it in the

energy-making organs. The lack of insulin in type 1 diabetes causes a build-up of too much

glucose in the blood and disturbance of the body’s chemical processes, making the student have

symptoms that will be described later. The unused glucose is passed out in large volumes of

urine, causing frequent urination and thirst. Unlike type 2 diabetics, students with diabetes need

daily insulin injections every day throughout life (Miller & Valman, 2002, p. 190). There is no

pill that can substitute for insulin, and insulin must be kept in particular storage conditions. In

students with type 1 diabetes, the primary cause of death is diabetic ketoacidosis (DKA), which

is caused by too much sugar in the blood” (Lipton, Good, Mikhailov, & Freels, 1999).

The Arthwriter Hand Aid would provide grip assistance for students and allow students

who have Peripheral neuropathy resulting from diabetes, along with restricted joint mobility, to

function in class (AbleData, 2010).

Meanwhile, as cognition has been documented as being affected by diabetes, students

with type 1 diabetes may need help remembering important activities of daily living similarly to

AIB and cancer stricken students. Again, the PEAT could help ensure that students can balance

their disease with their school responsibilities (AbleData, 2011).

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The Mountbatten Learning System (MBLS) is an electric braille writer and training

device designed for use by children who are learning braille (AbleData, 2010). Students who

have diabetes may be blind or have low vision and would not be able to write with a pencil and

paper. If a diabetic develops retinopathy, they would need to learn braille in order to read.

Students who are blind might use the sense of touch to read Braille, or gain information by

listening rather than reading. When Braille is on the keys of the typewriter they are able to

identify letters and type. By using this braille writer the student will be able to have written

communication. For students with OHIs, an auditory display of information is often more

accessible than a print display. Taped books, devices that read print books aloud, and ‘talking’

computer programs are all options” (Lewis, 1998).

A product that students with diabetes can benefit from is the Solo V2, which is a voice

output glucose analyzer for individuals with diabetes who are blind or have low vision. Students

who have type 1 diabetes need to check their blood sugar levels during the school day. The Solo

V2 states the number that appears on the device. For students who are prone to seizures the Hard

Shell Helmet with Face Bar, the ProtectaCap, and the Toppen (Model 77) should all be

considered for protection from the classroom environment (AbleData, 2010; AbleData 2011b;

AbleData, 2007).

Epilepsy

Epilepsy is not a specific disease, but rather a condition arising from a variety of

pathological insults involving the brain, such as tumors or genetic disease. An individual is

considered to have epilepsy when seizures recur over a period of time without obvious causes.

Most seizures are intermittent and stop by themselves, lasting seconds to about four minutes.

Students with epilepsy sometimes have a structural abnormality in the brain (Wilfong, 2011,

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para. 1). Still, in most cases no obvious cause can be found (Miller & Valman, 2002). In some

students, seizures are brought on by a trigger – for example, strobe lights. In other students, the

attacks have no apparent trigger (Miller & Valman, 2002). “Epilepsy affects one 1% of

students” (Batshaw, 2001, p. 262).

It is especially important as a protective measure that students with seizures have a

helmet. Protecta Wrap helmet is a cap that can be used to protect students’ heads from epileptic

seizures and falls. The highest level of protection would be provided with the Hard Shell Helmet

with Face Bar. This is a protective helmet designed for use when direct, face forward impact is

probable (AbleData, 2010). Protecta Wrap may be worn on the upper and lower extremities of

students with epilepsy to lessen and the impact from hitting furniture and fixtures in a classroom

(AbleData, 2007).

Cogrehab Vol. 7 was mentioned for children with various OHI’s. It could also help if a

student with epilepsy has “language, memory, and associated cognitive and information

processing problems” (AbleData, 2003, p.1). Medications keep epilepsy under control,

therefore, the PEAT would serve as a device to help remind a student to take medicines and then

keep account when this has occurred.

Students with epilepsy may have communication difficulties and a “FRS ComLink LT is

a communication device which comes with an eye tracking input system and enables the student

to communicate with eye movement (AbleData, 2010c). “Communication devices can literally

give voice to the thoughts of individuals who cannot speak or speak clearly, but one must

remember these devices are not magic” (Kelker & Holt, 2000, p. 10).

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Heart Conditions

A student with a congenital heart disease is born with one or more malformations of the

heart. The most common type of congenital heart abnormality is a ventricular septal defect,

which allows blood to flow from one side of the heart to the other without the separation by a

wall called the septum (Miller & Valman, 2002).

The risk of a woman having a newborn with a heart defect is increased if she has poorly

controlled diabetes, takes certain drugs during pregnancy, has had another newborn with a heart

defect, or rarely, has had rubella in early pregnancy. About 1 in 140 newborns are born with a

heart defect; some newborns get better without treatment, but others need surgery. Meanwhile, it

is good to keep in mind that not all cardiac conditions are congenital or genetic (Berger, 2011;

Miller & Valman, 2002).

Symptoms of heart disease are not very specific, and it can be simple for a heart

condition to be mistaken for asthma or a cold. Teachers should watch for symptoms that include

inability to keep up with peers, respiratory distress and diaphoresis (sweating) especially with

exertion, and poor weight gain. Meanwhile, chest pain is suggestive of cardiac problems. A

family history of relatives being born with heart defects increases the risk that a student has a

heart defect (Berger, 2011). Consultation with the school nurse should be used to determine

where an oxygen tank should be stored in case of need for this OHI essential.

Myocarditis is inflammation of the heart muscle and can be caused by an infection, toxin,

or autoimmune disease, viral myocarditis is the most common cause in students. Parvovirus B19

is one of the more common viruses to cause viral myocarditis. Students may come to school

with a fever, muscle pain, and overall feeling of being sick prior to the heart actually becoming

inflamed. “In a retrospective review, 41 patients with acute myocarditis proven either by

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endomyocardial biopsy or by the presence of cardiac dysfunction and coincident proven viral

infection were followed up to five years following diagnosis” (Machado et al., 2011, p.516).

Sixty-six percent showed complete recovery, 10% partial recovery, and 24% died or required

transplantation.

Fatigue may be severe because of the strain on the heart so students with heart conditions

may find the WICO Touchscreen Stylus and the Pointer a method to help with learning tasks

because of less exertion required with screen products (AbleData, 2009; AbleData, 2012). Since

heart conditions can cause cognitive deficits, it may become difficult for a student to remember

when they must attend an appointment. For this reason, an AT that would be appropriate is the

PEAT as it specifically addresses scheduling for memory, and cognitive deficits (AbleData,

2011).

Using WellDoc, an internet information resource is another viable option for children

with heart conditions. It is a program that should be discussed with a student’s family and

pediatrician, as well as the multidisciplinary IEP team.

Coglink can be especially helpful if a student is hospitalized or receives a heart transplant

and cannot go to school and interact with peers. Supportive messages can be communicated, and

assignments can be given in order to keep the student on track with educational goals.

“Although the majority of students with serious congenital heart disease are diagnosed

during the first four weeks of life, congenital heart disease and acquired heart disease present

beyond this time period” (Berger, 2011, p. 1). Cardiac disease may be secondary to a different

medical condition; cardiac disease is seen in approximately one-half of individuals with Down

syndrome (Berger, 2011, Physical findings, para. 14).

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Hemophilia

Hemophilia is a genetic disorder, inherited from either a student’s mother or father, in which the

blood does not clot properly leading to the potential for hemorrhage which is bleeding that does

not stop, in the event of an injury. If the newborn has hemophilia, the mother was a carrier of the

hemophilia gene or the father had hemophilia; in addition, as explained below, the newborn must

be a boy (Mannucci & Tuddenham, 2001; NICHCY, 2012). When a disease is called

“hemophilia,” it most often refers to one of the following two disorders: Factor VIII deficiency

(hemophilia A) or Factor IX deficiency (hemophilia B, Christmas disease) (Mannucci &

Tuddenham, 2001). It affects about 1 in 10,000 boys” (Miller & Valman, 2002, p. 200;

NICHCY, 2012, Outlook, para. 3). “Girls who carry the hemophilia gene have no symptoms,

but some of their sons may be affected by the disorder” (Miller & Valman, 2002, p. 200).

Students with hemophilia usually have limited joint mobility and swelling of the joints,

requiring AT devices that limit exertion. The WICO Touchscreen Stylus and the Pointer

(AbleData, 2009; AbleData, 2012) and the Arthwriter Hand Aid, Model F73514 have limited

physical requirement other than a functional index finger (AbleData, 2009; AbleData, 2012). In

addition, the WICO Touchscreen Stylus, the Pointer, and the Arthwriter would even assist the

student who develops bleeding in the joints.

Medication use in most Hemophilia patients consists of an IV injection of a very

expensive missing clotting factor. Therefore, these students may need to have a reminder system

if they use this medication prophylactically. They may stay better organized if they have a

PEAT (AbleData, 2011). An AT device that would exercise the joints would be the Jelly hand

grips. These would also build strength while increasing joint motion, reducing pain, and

reducing the frequency of joint hemorrhage (AbleData, 2011).

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There can be differing levels of severity of hemophilia, as well as different levels of

damage to the joints. Students may therefore, need a wheelchair to stay mobile and get around

school. “Students may need aisles between their desks to be made wider in order to be able to

move about the room safely” (Bishop, 1996, p. 59). Something that would help with safety and

comfort would be the Royal ADA-Compatible Desk if a student with hemophilia is in a

wheelchair (AbleData, 2009c).

The E-Z-On Adjustable Vest, Model 103Z, is a harness restraint that prevents the wearer

from falling out of a wheelchair and provides additional support to keep the wearer in an upright

position; if the student with hemophilia is in a wheelchair due to paresthesias or limb numbness,

this would be an AT that could help them avoid trauma from falls (AbleData, 2001). If a student

with hemophilia does fall, Protecta Wrap could protect knees, elbows, shins and forearms from a

full impact, perhaps preventing hemarthroses, a bloody effusion within one of the joints

(AbleData, 2007).

Students with Hemophilia may have communications difficulties from having a stroke

and can benefit from using AAC communication device such as: the GoTalk 20 Plus. The

student will touch a symbol of what they want to say and a recorded voice will verbalize it.

Through these devices they will be able to express themselves and participate in class. Dragon

NaturallySpeaking is another voice input and voice output program which may also benefit some

students with hemophila (AbleData, 2012b).

Lead Poisoning

Students are exposed to lead in a variety of ways. Up until 1978, students were

developing lead poisoning after inhaling lead from automobile gasoline. Since the removal of

lead from gasoline, lead-based paint has become the major source of lead exposure for students

35

in the United States. However, industrial plants can still be a source of lead if it is “used,

smelted, or mined;” students who live near these industrial plants may continue to be exposed by

the products and waste products of these plants. Other important ways in which students become

exposed include elevated maternal blood lead levels during pregnancy and breastfeeding, soil,

food, or water contamination and excess lead in toys. “House dust, especially in older homes, is

a major source of exposure. This is especially true in homes that had or have lead paint

(Lanphear et al., 1998; Lee & Hurwitz, 2011).

Lead poisoning could lead to encephalopathy, which is brain dysfunction, and makes it

necessary to consider Cogrehab Vol. 7: Quest in order to assist the student with “language,

memory, and associated cognitive and information processing problems” (AbleData, 2003).

Students with lead poisoning can develop severe behavioral problems and, a helpful AT

program would be the Behavior Skills, Model LSG-8. This is a program in a board game format

designed to help people with cognitive or emotional disabilities learn what is acceptable

behavior. Vomiting is a possible symptom of lead poisoning and the Convenience Bag serves

the student in the event of such an occurrence. Meanwhile, using the Super Chewnoodle which

is an oral integration activity would be helpful for students with this OHI (AbleData, 2001e).

Students with lead poisoning may have hearing loss and can benefit from such assistive

technology as Dragon Naturally which makes speech appear as words on a computer screen so

they can see any words they were unable to hear on their computer screen (AbleData, 2012b).

Students with lead poisoning would also be aided by the teacher using a FM microphone system.

Nephritis (Renal Disease)

Nephritis is a type of Chronic Kidney Disease that refers to one or both of one’s kidneys

being inflamed (NICHCY, 2012; Srivastava & Warady, 2010). “Chronic Kidney Disease

36

(CKD) refers to a state of irreversible kidney damage or diminished kidney function; this state

can be progressive” (Srivastava & Warady, 2010, para. 1). “Nephritis may result from an

infection, but more often it is because of an autoimmune disorder which could also cause cardiac

disease leading to myocarditis, and possibly inflamed kidney(s)” (NICHCY, 2012, para. 1).

The kidneys help to regulate fluid balance and filter the blood. When the kidneys stop

functioning beyond a certain point, a student with CKD will no longer be able to urinate and will

need to have their blood filtered with a machine. This process is called dialysis (NICHCY,

2012). CKD is now the accepted term in the pediatric nephrology community, replacing the

clinical terms of chronic renal failure and chronic renal insufficiency, which describe kidney

dysfunction of varying degrees from severe to mild in nature (Srivastava & Warady, 2010).

Since students with this OHI frequently have memory problems, the PEAT could help

them take responsibility for dealing with their condition and their schoolwork assignments

(AbleData, 2011).

Colorful Concepts Software is a cognitive skills tutorial program designed to provide a

“true multisensory learning experience for students with cognitive or neurological or physical

disability that would help students who have abnormal visual perceptual skills” (AbleData,

2010d, p.1). Through this software tutorial program, students will “build word and number

recognition skills; enhance their vocabulary; learn to discriminate between size, shape and color;

and learn to follow directions” (AbleData, 2010d, p.1). “Where In The World Is Carmen

Sandiego?" is a memory improvement tutorial program that would help with memory

improvement, reasoning, and visual perceptual skills; “with the use of visual skills rather than

text-based clues, students develop memory and matching skills” (AbleData, 2008, p.1). Both of

these programs would help a student who has kidney disease improve their abnormal visual

37

perceptual skills and, therefore, their education. There needs to be an Apnea Monitor (Models

9500 and 9550) to alert for possible apnea and heart events with students of Nephritis because of

the potential for myocarditis. Students may need to use a wheelchair for mobility and the Royal

ADA-Compatible Desk would help the student use the programs and devices more effectively

(AbleData, 2009). A consultation with the school nurse to establish where a tank of oxygen

should be stored for students with Nephritis should be scheduled.

Rheumatic Fever

Acute rheumatic fever (ARF), an autoimmune reaction, can develop two to four weeks

after an untreated or poorly treated infection of the upper respiratory tract by certain pathogenic

group A Streptococcus bacteria, such as found in strep throat or scarlet fever. “ARF occurs most

frequently in students from 5 to 15 years-of-age.” It is not common in the United States,

although it is fairly common worldwide and is often seen at major pediatric hospitals for

treatment (Gibrofsky & Zabriskie, 2010; Leonard, 2012; NICHCY, 2012).

It is an inflammatory disease that may develop after an infection with Streptococcus

bacteria. Strep throat and scarlet fever are two infections that are caused by Streptococcus

bacteria. The disease can affect the “heart, joints, skin, and brain” by causing arthritis,

(inflammation of the joints) carditis, rheumatic heart disease, chorea (sydenham chorea), and

other symptoms (A.D.A.M. Medical Encyclopedia, 2010; Leonard, 2012, p. 198).

Rheumatic heart disease is damaged heart muscle and heart valves caused by episodes of

rheumatic fever. Permanent damage to the valves of the heart may occur (Leonard, 2012, p.

198). “Damage to heart valves may be chronic and progressive, resulting in cardiac

decompensation, which can lead to heart failure and death” (Gibrofsky & Zabriskie, 2010, para.

1).

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The Apnea Monitor (Models 9500 and 9550) is a portable respiration and cardiac monitor

for students to use in the classroom for students who have ARF. It has audible and visible

alarms to alert for apnea and heart decompensation (AbleData, 2011). A school nurse should be

involved to consider where to place an oxygen tank to be available for use with students with

ARF.

One of the symptoms of rheumatic fever is arthritis. The Arthwriter Hand Aid, Model

F73514, should be given to the student with arthritis once he or she is able to hold a writing

utensil (AbleData, 2010). Earlier in the course of their return to school, it is unlikely that he or

she will be able to write. The Jelly Hand Grips would aid students with hand weakness that

could worsen and impair a student’s ability to eventually use their hands in class due to milk

maid’s sign, a problem that occurs with Sydenham’s Chorea. This is a neurologic disorder

consisting of “abrupt, nonrhythmic involuntary movements, muscular weakness, and emotional

disturbances” (Gibrofsky & Zabriskie, 2010, para. 2). Those using it may drop the hand grip, so

a hospital-grade sanitizer should be available for the educator to clean the grip before returning it

to the student (AbleData, 2011).

If the student is in a wheelchair, the E-Z-On Adjustable Vest, Model 103Z, is a “harness

restraint designed for use with physical, balance, emotional, or behavioral disabilities. This

restraint prevents the wearer from leaving the vehicle seat or wheelchair and provides additional

support to keep the wearer in an upright position” (AbleData, 2001, p.1). The Wam Wrap

Around Mat (Model 13-010) may be used for behavior control and to prevent self-abusive

injuries or injuries to others without really restraining the student in a harmful manner; at the

same time, it creates muscle relaxation and vestibular stimulation (AbleData, 2008). AbleData,

specifically says the Wam Wrap Around Mat is considered a relaxation tool as well as a restraint

39

and requires a “behavioral specialist and prior approval for the use of restraints” from the

caregiver(s) (AbleData, 2008).

Students with rheumatic fever may have communication difficulties and may benefit

from an AT device such as FRS ComLink LT, which is a communicator controlled by the eye

(AbleData, 2010c).

Sickle Cell Anemia

The term sickle cell anemia is generally used to describe what happens when a baby

inherits a gene from both his or her mother and father that has a mutation called hemoglobin S

(Eckman, 1996; Koshy et al., 1989). People who have one abnormal gene and one normal gene

have “sickle cell trait,” which means that their cells do not sickle into the shape of a crescent. A

baby with sickle cell anemia has red blood cells that are abnormal because of having two

abnormal genes because he or she was born with the two abnormal genes from his or her parents

with sickle cell trait. Black students are more likely to have sickle cell anemia than white

students because the gene is more common in black people. Around the word, millions of people

either have either two abnormal genes or one of the abnormal genes. The red blood cells easily

warp into a moon-shape, and get stuck throughout the student’s body. It causes pain and hurts

the student’s heart, brain, spleen, and extremities. The red blood cells that get stuck cause vaso-

occlusion, which results in life-long, periodic episodes of pain that can be triggered by changes

in temperature or injury. Because they break apart, the student becomes anemic. The pain and

anemia of sickle cell anemia is called sickle cell disease (SCD) (Eckman, 1996; Goldberg et al.,

1990; Koshy et al., 1989; Miller & Valman, 2002; NICHCY, 2012) . Overall survival of

persons with SCD is reduced, but has been improving steadily following institution of

“comprehensive care, immunizations, antibiotics, hydroxyurea, and more rapid treatment of

40

disease complications” (Eckman, 1996; Koshy et al., 1989, p. 1403). In regions where

comprehensive care is available, the disease has shifted from a “fatal pediatric illness to a

chronic disease associated with progressive deterioration in quality of life and organ function”

(Eckman, 1996; Koshy et al., 1989, p. 1403).

Sickled blood cells can accumulate in fingers and wrists. Students then may need AT in

order to use touch screen technology. In addition, writing should be aided by WICO

Touchscreen Stylus which is a stylus for touch screen designed for individuals with grasping,

upper extremity, or fine motor disabilities or arthritis. The Pointer is a stylus for tablet

computers and touch screens designed for individuals with upper extremity disabilities. Various

electronic tablets are on the market, and both the WICO Touchscreen Stylus and the Pointer are

ways in which a student with limited joint mobility, amputated limbs, or other OHI symptoms

that affect fine motor skills could use such equipment (AbleData, 2009; AbleData, 2012).

The Sensor Soap Pump prevents cross-contamination since students would not need to

touch a contaminated dispenser, thereby protecting a student who has a compromised immune

system from becoming ill from other students and staff. Viruses like parvovirusB19 are

hazardous to students with SCD and can cause transient aplastic crisis, which would result in

missing school.

For students with OHIs who have frequent medical appointments and a need to keep

organized regarding school assignments, the Planning and Execution Assistant Trainer (PEAT)

aid would be a good AT device for these chronically ill students.

Meanwhile, the Junior Cool Vest and the Kids' Cool Vest are cooling vests designed for

use by children with neurological or physical disabilities who become intolerant to heat; this

41

would be helpful for preventing sickle cell formation in those who have their disease triggered

by heat (AbleData, 2010).

Several AT devices should be considered to prevent of leg ulcers. First, the Wool-Pile

Limb Sleeve is a leg protector designed for individuals with circulatory or lower extremity

disabilities at risk for pressure sores/ulcers. Secondly, students need proper positioning in order

to prevent development or worsening of diminished oxygen to the legs. The Zero Gravity Foot

Massager could “provide relief to feet, calves, and ankles, while promoting blood circulation.”

Wheelchairs or classroom chairs can be adapted to take pressure off of areas that are at risk for a

lack of circulation.

If a student with SCD suffers blindness, he or she will have trouble with written

communication. Students may use an OCR, which has the capacity to scan printed text and then

have it spoken in synthetic speech or saved to a computer file so they can hear the material.

Students with OHI’s were not born with but may develop vision problems so they may use an

electronic Braille writer such as: the Mountbatten learning system which is designed for students

who are learning Braille to write (AbleData, 2010). Dragon Naturally Speaking may be used for

those students with sickle cell that may have hearing loss and could benefit from seeing their

teacher’s directions on a screen (AbleData, 2012b).

If students have joint pain and difficulty writing from SCD they may benefit from

BigKeys Plus which is a modified computer keyboard designed for use by students and adults

with manual dexterity disabilities or low vision to locate and hit the keys (AbleData, 2009).

Tuberculosis (TB)

TB, which was originally called consumption, has been known since the medieval times

in Europe (Goldenson, Robert, 1978). TB is caused by bacteria. TB is an infectious disease that

42

often is chronic and commonly affects the lungs, which is called pulmonary TB (Dugdale,

2011b; Leonard, 2012). “The disease is named after tubercles, which are little round balls of

bacteria in the lungs that produce more infective bacteria” (Leonard, 2012, p. 248). A student

can “catch” TB by breathing in air droplets from a cough or sneeze of an infected person that

contain the bacteria. This is called “primary TB” (Dugdale, 2011b).

TB is a contagious bacterial infection, and it can spread from the lungs to other parts of

the body through the blood or lymph system in a process called “dissemination” (Dugdale,

2011a, para. 2). Pulmonary disease and associated intrathoracic adenopathy, which can cause

airway compromise and respiratory distress, are the most frequent presentations of TB in

students (Cruz & Starke, 2007). Because it may disseminate, TB may occur in other parts of the

body besides the lungs (Brent, Anderson, & Kampmann, 2008). Fever, night sweats, and spitting

up bloody or purulent sputum, may not occur until a year or more after the initial exposure to the

disease (Leonard, 2012).

TB can find its way into the bones, which is what students who return after a long

absence (six months) may have, along with scarred lungs, depending on when the TB was

discovered and treated. If a student had been treated early enough and was compliant with

taking the antibiotics, then there may not be any residual health problems. Those students who

suffer from bone pain, while not contagious, do need consideration for this OHI. There will need

to be an Apnea Monitor (Models 9500 and 9550) for use in the event of respiratory distress. The

school nurse should be consulted to determine where an oxygen tank should be stored in case the

need for oxygen arises. Products to ease bone pain include: the Arthwriter Hand Aid, Model

F&3514, the Wico Touchscreen Stylus and the Pointer (Abledata, 2009; Abledata, 2010;

Abeldata 2012). The student who has balance problems would benefit from the Balance

43

Training System for Children (AbleData, 2010). This is a computerized motion tracking system

based on the gaming system “Wii.”

44

Chapter V: Summary, Discussion, Recommendations

Summary

Students who have limited strength, vitality, or alertness due to chronic or acute health

problems may benefit from Assistive Technology (AT) products. Which products, tools, and

devices to select for use depends on the student’s symptoms and what products would aid the

learning and/or functional difficulties. Therefore, it is essential to be familiar with OHIs and

know which technology to select for the best success in meeting the students’ learning and/ or

physical function difficulties.

This paper discussed assistive technologies that may be available for use with students

with Other Health Impairments in Wisconsin school settings. The specific examples of heart

conditions, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, lead

poisoning, leukemia, diabetes, and acquired injuries to the brain were presented in a literature

review along with a discussion of which products, learning aids, and devices could assist

students with these conditions with their learning or physical function difficulties. The goal of

this paper was to make educators aware how they may assist learning goals and physical function

difficulties of students with OHIs using ATs.

Discussion

It is important to know about the special education category of OHIs, including their

symptoms. Also, it is important to know what Assistive Technology is available so that the

products can be selected for the best success in meeting the students’ learning and physical

function difficulties. Students with very different health impairments may benefit from the same

device, such as the PEAT, or Planning Execution Assistant Trainer. Others may not be able to

see or speak well and need AT to help them learn and function in a classroom with students who

45

do not have these impairments. There are a variety of students with a variety of acute or chronic

impairments to keep IEP teams and educators seeking up to date information on how to best help

these students learn and function to their best capacities.

Recommendations

With awareness of these Other Health Impairments, and awareness of the Assistive

Technologies available, there is the ability to make an intelligent decision about which ATs

would be expected to help the students’ learning and functional difficulties. Educators could

benefit from attending conferences about AT and learn what new technology is available for

school settings. A background in nursing, such as a certified nursing assistant course, may be

useful to those educators who intend to work with students with OHIs. There is a lot of

information available about OHIs and ATs in papers and articles that are accessible on the web.

With knowledge comes power – the power to help these students learn and function to the best of

their abilities.

46

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Appendix A: Description and Availability of Assistive Technology Products

APNEA MONITOR (MODELS 9500 & 9550) (AbleData, 2001a): Asthma, heart conditions, hemophilia, rheumatic fever, sickle cell anemia, TB: Tachycardia, bradycardia, apnea and low oxygenation of the blood Portable respiration and cardiac monitor for infant through adult. Audible and visible alarms for tachycardia, bradycardia, and apnea events. Internal event recorder provides printed report which includes summary report, displayed events, histograms, and compliance graph. Recorded data may be transmitted directly to a computer or via telephone. Model 9550 has optional Oxygen SAT interface connector providing desaturation and pulse rate along with respiration and heart rate on displayed events.

Notes:

Price: Contact manufacturer.

This product record was updated on August 14, 2001.

This product is available from: Manufacturer: Mallinckrodt (Formerly Aequitron Medical, Inc.)

ARTHWRITER HAND AID, THE (MODEL F73514)(AbleData, 2010a): Multiple OHIs for limited joint mobility

The Arthwriter Hand Aid, model F73514, is a grasping aid designed to provide grip assistance to individuals with hand or finger disabilities, particularly arthritis, missing fingers, or persons wearing hand casts. The device may be used to holds pencils, pens, razors, toothbrushes, or other utensils. The unit consists of a plastic ball with a 0.75-inch central hole. An enlarged thumbscrew on the side clamps the handle of the item inserted into the hole to secure it. DIMENSIONS: Ball is 3 inches in diameter. WEIGHT: 2 ounces.

Notes: The Arthwriter is a trademark.

Price: 6.15.

This product record was updated on June 17, 2010.

This product is available from: Manufacturer: Maddak, Inc.

ANTENSE (Biofeedback Anti-Tension Device) (Abledata, 2012): AIB, cancer, heart conditions, type 1 diabetes, epilepsy, lead poisoning: Headaches, inattention, overactivity, inappropriate coping strategies, sensitivity to stress, anxiety, depression, tactile stimulation, hand muscle weakness, attention-deficit, hyperactivity, fidgetiness

Anti-tension biofeedback device monitors tension around face, neck and shoulders. Elasticized headband and earphones produce a tone with pitch proportional to muscle tension. By listening in on the tension in your body you can control the pitch using the tone as a guide. By learning to feel how stress changes your body, you will quickly understand how to release that tension and stress and learn how to relax at will. Lower the tone, reduce the tension and alleviate stress related headaches. This leatherette headset has an adjustable soft belt with dry EMG electrodes, a sensitivity control, and adjustable volume and comes with a storage case.

Notes:

Price: 179.00

This product record was updated on April 19, 2012.

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This product is available from: Manufacturer: Biosig Instruments Inc.

BEHAVIORAL INTERVENTION PLANNING — THIRD EDITION (BIP-3) COMPUTER VERSION FOR SINGLE USER (MODEL (12293) (AbleData, 2008a):

Behavioral Intervention Planning — Third Edition (BIP-3) Computer Version for Single User, model 12293, is a behavior assessment program designed for use by educators of students with disabilities. This CD-ROM version of the BIP-3 can be used to complete a functional behavioral assessment (FBA) and develop a behavioral intervention plan (BIP). It includes the same steps and forms used in the print version of the BIP-3, but information is keyed in instead of written, summary sheets are completed automatically, and sections can be printed separately. A help function is available for each screen. The installation manual includes instructions and tips for getting started. Also included on the CD is the complete print manual, which provides detailed instructions and examples for completing the forms and additional printable forms. COMPATIBILITY: For use on Macintosh or IBM and compatible computers. SYSTEM REQUIREMENTS: Windows 2000 or XP or Macintosh OS X 10.3.9 or higher operating system.

Notes: A computer version six pack is also available.

Price: 96.00.

This product record was updated on May 13, 2008.

This product is available from: Manufacturer: Pro-Ed, Inc.

BEHAVIOR SKILLS (MODEL LSG-8) (AbleData, 2010b): AIB, cancer, heart conditions, epilepsy, lead poisoning, renal disease, rheumatic fever, sickle cell anemia: Inattention, overactivity, inappropriate coping strategies, sensitivity to stress, anxiety, depression

Behavior Skills, model LSG-8, is a behavior training program in a board game format designed to help people with cognitive or emotional disabilities learn what behaviors are acceptable and what behaviors are not. The program stresses taking responsibility for one's own actions, encourages self-control, and teaches players how to deal effectively with the acting-out behaviors of others. Topics include: acceptable ways of showing anger; alternatives to stealing and lying; dealing with repetitive questioning; coping with people who yell, hit, or threaten others; learning when an apology is needed; alternatives to cursing; and respecting the rights, feelings, and property of others. The program includes the game board and playing pieces, six Individual Progress Reports, and a Teacher's Guide with answers to the questions on the board and on the Draw Cards and suggestions for discussion. OPTIONS: Set of 20 blank Draw cards ($6.50) and 10 Individual Progress Reports ($12.50).

Notes: This game is also sold as part of the manufacturer's Lifeskills Series I Set which includes 7 other games and the Library of Life Skills Program which includes 15 other games. ** Shipping and handling charges are not included in the purchase price listed.

Price: 49.95.

This product record was updated on June 30, 2010.

This product is available from: Manufacturer: PCI Educational Publishing Inc.

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BIGKEYS PLUS(Abledata, 2009): Sickle Cell Anemia: Visual impairment, limited joint mobility BigKeys Plus is a modified computer keyboard designed for use by students and adults with manual dexterity disabilities or low vision to locate and hit the keys. This keyboard features a choice of large brightly colored keys with enlarged black labels or white keys with enlarged black labels. The colored keys are color-coded to coincide with the letters; for example, all vowels are in yellow, the "R" is in red, and the "G" is in green, etc. This accelerates recognition of letters and the child's progress in learining to read. The arrow keys are also enlarged and the four keys are configured in a diamond shape which, in addition to the bold arrows on them, contributes to indicating the direction in which the cursor will move. The individual click-style keys are laid out in a choice of alphabetical order or the standard QWERTY layout and feature UV coated keycap printing. Also included on the keyboard are escape, control, and Alt keys; caps lock; shift key; tab; a back space function; and a delete key. Depressing the "F" key in conjunction with a number key (1 through 10) provides standard function key capability. The keyboard also includes punctuation keys, arithmetic keys, and Internet keys. Instant plug-and-play technology eliminates the need for setting up and the keyboard does not require special software. COMPATIBILITY: For use on IBM and compatible or Macintosh computers. OPTIONS: USB adaptor. DIMENSIONS: The keys are one-inch square. COLOR: Gray casing with multi-colored keys in yellow, blue, white, red, and green (control keys are light gray) or gray casing with white keys. All keytop printing is black. WARRANTY: One-year replacement warranty. Notes: BigKeys, BigKeys Plus, and BigKeys LX are exclusive trademarks of Greystone Digital Inc. ** Shipping and handling charges are not included in the purchase price listed. Price: 167.00 to 159.00. This product record was updated on February 12, 2009. This product is available from: Manufacturer: Greystone Digital Inc.

BODY PILLOW (AbleData, 2003a): Acquired injury in the brain, cancer, type 1 diabetes, heart conditions, epilepsy, lead poisoning, renal disease, rheumatic fever, sickle cell anemia: Fatigue, ADHD, inattention, overactivity, developmental delay, inappropriate coping strategies, sensitivity to stress, stress, behavioral problems, anxiety, depression, inappropriate behavior (crying, restlessness)

The Body Pillow is a vibrotactile amplification system designed for use with students or adults with cognitive, neurological, or emotional disabilities. Used for positioning, calming, or stimulating, this large, beanbag-style pillow is made of soft-filled heavy-duty vinyl and accommodates one or two students or adults. A built-in patented vibroacoustic speaker system provides tactile stimulation, enabling users to feel music as well as hear it for a full-body experience of sound and vibration. This device connects to most stereo systems with 10 to 100 watts of power. WARRANTY: One year warranty and a 30-day satisfaction guarantee.

Notes: Shipping and handling charges are not included in the purchase price listed. ** This device is patented.

Price: 995.00.

This product record was updated on April 24, 2003.

This product is available from: Manufacturer: Somatron Corporation

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COGREHAB VOL 7: QUEST (AbleData, 2003b): Renal disease, lead poisoning: verbal abstract ability impairment, memory impairment, loss of verbal milestones, severe cognitive disability Cogrehab Vol. 7: Quest is a software program for providing training in language, memory, and associated cognitive and information processing problems. The program presents verbal stimuli which require a unique response in six categories: word finding (unscrambling letters to form a target word, typing the opposite to a given word), comprehension, retrieval/access to remote memory, abstract thinking (concept naming, choosing which word of four does not fall in the same category as the other three), logic (analogies), and quantification. A task builder/ editor is also included. COMPATIBILITY: For use on IBM PC and Apple II computers. Notes: Price: Contact manufacturer. This product record was updated on August 29, 2003. This product is available from: Manufacturer: Life Science Associates

CONVENIENCE BAG (AbleData, 1999a): Cancer: vomiting

The Convenience Bag is a disposable urinal and vomit bag. The plastic bag has an extra-wide, rigid collar and an inner valve that automatically seals shut so fluids can be collected without leaking out. The pouch seals without twist ties or strings. The bag is available in several models: White Opaque (##7000), White Opaque with Hand Protection (a plastic sheet covering the hand, ##7000 HP), Clear Graduated (##8000) with fluid measurement lines, and Clear Graduated with Hand Protection (##8000 HP). The bags are sold individually or in cases of 20 dozen each. Prices listed are per dozen

Notes:

Price: Contact manufacturer.

This product record was updated on December 22, 1999.

This product is available from: Manufacturer: GKR Industries Inc.

DERMATHERM (AbleData, 1999b): Sickle Cell Anemia: Temperature Sensitivity and vaso-occlusion

DermaTherm is a skin response biofeedback unit designed to measure and display skin temperature for individuals who need to keep track of accurate skin temperatures throughout the day. DermaTherm incorporates liquid crystal technology into a wireless device with an adhesive strip that is smaller than a band aid. It is ideal in that is small and inconspicuous and can be comfortably worn throughout the entire day. Some of DermaTherm's functional application are as follows: to help confirm diagnosis of CRPS or other sympathetically maintained pain disorders; to help assess nerve blockage, as an adjunct to Bio-feedback training; electromyography tests, to determine skin temperatures for adjusting water to appropriate temperature for hydor-therapy/treatment; for use in vascular, orthopedic or plastic and reconstructive surgery to verify restoration of blood flow during and after surgery; for monitoring phlebitis patients and treatment. The product is sold in rolls of 50, 100, or 250, or in a sleeve of 105.

Notes: DermaTherm is a trademark of Sharn Inc.

Price: Contact manufacturer.

This product record was updated on December 22, 1999.

This product is available from: Manufacturer: Sharn, Inc.

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DRAGON NATURALLYSPEAKING (AbleData, 2012a): Communication Dragon NaturallySpeaking is a voice input and voice output program designed for use by individuals with spinal cord injury or upper extremity, vision, or learning disabilities. This voice recognition system enables hands-free operation of personal computers and permits users to speak at their normal pace. The program also permits hands-free mouse operation using MouseGrid technology. Users can create, move, edit, and format text by voice command in virtually all Windows applications, including word processors, spreadsheets, web browsers, and more. The program integrates with Microsoft Word, Microsoft Outlook, and most other Windows applications, allowing spoken text to appear immediately in a document. Select-and-Say editing permits editing by voice. Corrections can be made by voice or by keyboard, and corrections can be made immediately or delayed to a later time. The program also offers dictation playback, enabling the user to hear what he or she has written before editing. Text-to-speech capability also enables users to have their own documents or other files such as e-mail read aloud. The program supports multiple users and each user "trains" the system as it is being used; the system learns accents, dialects, and individual pronunciations automatically. The program has a 230,000-word vocabulary, with a 30,000-word plus active vocabulary. The vocabulary includes spelling, pronunciation, punctuation, usage, and context recognition information. This program also allows new words, specialized terms, and names to be automatically added in a few steps. The Vocabulary Builder searches text files, locates words used by the user, and enters spelling, pronunciation, and context recognition information. A high-quality headset microphone is included. Available editions include Home, Professional, Legal, and Medical. COMPATIBILITY: For use on IBM and compatible computers. SYSTEM REQUIREMENTS: Microsoft Windows XP (SP2 or SP3), Server 2003, Server 2008, Vista or 7; 1 gigahertz (GHz) or faster Pentium processor; 2.5 gigabytes (GB) of available hard disk space; 1 GB RAM (Windows XP or Vista) or 2 GB RAM (Windows 7 and Windows Server 2003/2008); Sound Blaster 16 or compatible sound card; a DVD-ROM drive; and Internet Explorer 6 or higher. Notes: Dragon NaturallySpeaking is a registered trademark and Vocabulary Builder, NaturalWord, and MouseGrid are trademarks of ScanSoft, Inc. ** Windows, Internet Explorer and Vista are registered trademarks of the Microsoft corporation. Pentium and Sound Blaster are registered trademarks. ** A patent is pending on the MouseGrid. ** The NaturallySpeaking line was formerly a product of Dragon Systems. ** Upgrade versions of these programs are available for users of earlier versions. ** Shipping and handling charges are not included in the purchase price listed. Price: 799.99 to 999.99. This product record was updated on April 13, 2012. This product is available from: Manufacturer: Nuance Communications, Inc. (formerly ScanSoft, Inc.)

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E-Z-ON ADJUSTABLE VEST (MODEL 103Z) (AbleData, 2001b): AIB, type 1 diabetes, epilepsy, rheumatic fever: ADHD/inattention, lack of balance, crying, restlessness, diffuse loss of muscle tone

The E-Z-On Adjustable Vest, model 103Z, is a harness restraint designed for use with students and adults with physical, balance, emotional, or behavioral disabilities. This restraint prevents the wearer from leaving the vehicle seat or wheelchair and provides additional support to keep the wearer in an upright position. Designed to be used in a van, bus, family vehicle, or with a wheelchair, this parachute-style harness comes standard with back zipper closure to prevent the wearer from removing it. One-pull adjustments lengthen the vest to ensure proper strap positioning over the lap area. Sherpa fleece neck pads have Velcro closure to provide access to slide buckles. Bar slides help deter the wearer from loosening the adjusters. Built-in zippers enable the chest and waist straps to be adjusted to accommodate growth and heavy clothing. SIZES: Students's extra small, small, small medium, or medium and adult medium large, large, extra large, and extra extra large. OPTIONS: Front closure with push button, front closure with buckle rings, back closure with Velcro, portable seat mount, permanent floor mount, tether strap mount, and a wheelchair mount. Also available are additional sherpa neck straps, zipper inserts, anke restraints, wrist restraints, and more.

Notes: E-Z-On is a trademark. ** Velcro is a registered trademark of Velcro USA. ** This product is dynamically tested and meets federal motor vehicle safety standards. ** This product is patented.

Price: Contact manufacturer.

This product record was updated on January 11, 2001.

This product is available from: Manufacturer:E-Z-On Products Inc. of Florida

FLASH CARDS – EMOTIONS (Abledata, 2004):

Flash Cards – Emotions is an auditory perceptual training program, a flash card program and a behavior, language, reading, spelling and vocabulary tutorial program designed for use by parents and teachers working with students with low vision, learning, communication, cognitive or hearing disabilities or autism. This application (or app) allows a parent or teacher to use their Apple iPad, iPhone or iPod Touch to help students or students learn to identify, understand and respond to the emotions of others. These social skills enable people to understand and develop relationships with family, friends, teachers, etc. The app contains 50 flash cards of 5 examples of the 10 most basic emotions such as bored, excited, happy, mad, sad, scared, silly, tired or worried. Each flash card comes with audio and text explaining the meaning of the image on the screen. Flash cards can be shown in order or shuffled, sound can be turned off, and the app can be used by both visual and auditory learners. COMPATIBILITY: For use with the Apple iPad, iPhone or iPod Touch. SYSTEM REQUIREMENTS: Apple iOS 2.2.1 or later.

Notes: This product is sold through the App Store on Apple iTunes. ** iPhone, iPod Touch, iPad and iTunes are registered trademarks of Apple Inc. ** Flash Cards - Emotions is a registered trademark of Kindergarten.com.

Price: Free.

This product record was updated on July 18, 2011.

This product is available from: Manufacturer: Kindergarten.com

85

GOTALK 20 PLUS(Abledata, 2010): Sickle Cell Anemia: Visual Impairment GoTalk 20+ is a direct selection communicator designed for use by individuals with communication or speech disabilities. This lightweight, rugged device has a 105-message capacity (20 keys on each of five recording levels, plus five core messages which stay the same on each level). Total recording time is 15 minutes. Other features include volume control, sequential recording, whole level erasing, and built-in overlay storage. OPTIONS: GoTalk Overlay Software. POWER: Uses two double-A batteries (included), DIMENSIONS: 9 x 12 x 1 1/8 inches. Keys are 1 x 1 inch. WEIGHT: 23 ounces. WARRANTY: 1 year. Notes: A GoTalk20+ User's Guide may be downloaded from the manufacturer web site. Price: 199.00. This product record was updated on October 15, 2010. This product is available from: Manufacturer: Attainment Company Inc.

HARD SHELL HELMET WITH FACE BAR (AbleData, 2010a): Epilepsy: Seizures

The Hard Shell Helmet with Face Bar is a protective helmet designed for use when direct, face forward impact is probable. The helmet is made of polyethylene and the face bar of clear, Lexan polycarbonate plastic. This washable helmet has a woven chin strap with adjustable buckle and snap fastener. OPTIONS: Chin Guard ($42.50). SIZES: Extra-Extra Small, Extra Small, Small, Medium, Large, Extra Large. DIMENSIONS: The circumference at the eyebrows for the Extra Small adjusts from 19 7/8 to 20.75 inches; the Small, 21 1/8 to 21 7/8 inches; Medium, 22.25 to 23 inches; and the Large from 23.5 to 24.25 inches. COLOR: Tan, Royal Blue, or Pink.

Notes:

Price: 199.00

This product record was updated on November 3, 2010.

This product is available from: Manufacturer: Danmar Products, Inc.

JELLY HAND GRIPS (AbleData, 2011): AIB, cancer, type 1 diabetes, heart conditions, hemophilia, epilepsy, lead poisoning, renal disease, rheumatic fever, sickle cell anemia: Inattention, overactivity, inappropriate coping strategies, sensitivity to stress, anxiety, depression, tactile stimulation, hand muscle weakness, hyperactivity, muscle weakness, limited joint mobililty, motor impairment, coordination difificulty, fidgetiness

The Jelly Hand Grips are hand exercisers designed for use by individuals with fine motor and gross motor disabilities. Recommended for students and adults 12 years of age and older, these jelly-like hand grips are intended to encourage fine and gross motor skills for stress reduction and hand strengthening therapy. These hand grips also provide tactile stimulation.

Notes: Shipping and handling charges are not included in the purchase price. ** This item is sold in sets of 3 per package.

Price: 17.99.

This product record was updated on December 29, 2011.

This product is available from: Manufacturer: S&S Worldwide

86

JUNIOR COOL VEST & KIDS' COOL VEST (AbleData, 2001c): Sickle Cell Anemia: Temperature intolerance

The Junior Cool Vest and the Kids' Cool Vest are cooling vests designed for use by students with neurological or physical disabilities which cause intolerance to heat. The Junior Vest goes on over the head and features six-adjustable straps to secure the vest and has half the cooling capacity of the Cool Vest Classic (see separate entry). Four junior Cool Packs are included. The Kids' Vest offers the same cooling capacity of the adult Cool Vest Lite (see separate entry) and features four one-time adjustment straps for a customized fit and full-length front zipper closure. The vest uses four Kids' Vest Cool Packs (included) with 65-degree phase change material technology to provide one and one-half hours of consistent 65-degree cooling in conditions up to 100 degrees Fahrenheit. The Cool Packs can be recharged in approximately 20 minutes in ice water or a refrigerator (freezing is not required). Both vests are available in Supplex material. OPTIONS: Sets of four additional Junior Vest or Kids' Vest Cool Packs are available. SIZES: The Junior Vest fits students weighing 45 to 85 pounds and the Kids' Vest fits students 85 to 110 pounds. COLOR: Both vests come in white. WEIGHT: The Junior Vest weighs 2.4 pounds and the Kids' Vest weighs 3.8 pounds.

Notes: CoolSport is a trademark of CoolSport.

Price: 160.00 to 130.00.

This product record was updated on May 2, 2001.

This product is available from: Manufacturer: CoolSport, Inc.

MINI EYE-TALK (MODEL 3704) (AbleData, 2012b): Students with head and neck radiation or a tracheostomy after cancer respiratory difficulty, cranial nerve impairment: Basic communication

The Mini Eye-Talk, model 3704, is a communication board designed for use by young students with severe physical disabilities and communication disabilities. Equipped with a self-contained, height-adjustable stand, this clear board enables the child to communicate using an eye gaze while still being able to see the surroundings, as well as the person with whom the child is communicating. DIMENSIONS (LxWxD): This communicator is 11.5 x 14.5 x 1/16 inches. OPTIONS: Gooseneck mounting clamp.

Notes:

Price: 11.95.

This product record was updated on February 27, 2008.

This product is available from: Manufacturer: Enabling Devices

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MOUNTBATTEN LEARNING SYSTEM: Sickle cell anemia: blindness

The Mountbatten Learning System (MBLS) is an electric braille writer and training device designed for use by children who are learning braille. The system includes a Mountbatten electronic braille writer with digitized speech, assignable function keys, notetaker and word processor functions, sufficient memory for 600 braille pages, and the ability to transfer files to and from a personal computer (PC). Features for students include a braille math mode using the Nemeth braille mathematics code; pre-loaded utilities to help students develop organizational skills, including a diary, clock, alarm, appointment calendar, and stopwatch; and three learning modes that link music with braille, including a Fun mode that provides play opportunities with peers and siblings, a Play mode for brailling music notes and listening to music, and an Editor mode for more advanced musicians. The unit comes with cables, a demo of Monty software, and a copy of MBComm. OPTIONS: Mimic text display to allow sighted instructor to view blind student's work; PC keyboard; and other languages and braille codes. POWER: Uses built-in rechargeable battery or power cord.

Notes:

Price: 4495.00.

This product record was updated on July 19, 2010.

This product is available from: Manufacturer: Humanware Group (formerly Pulse Data Humanware and Visuaide)

MULTI-LEVEL HAND GRIP (MODEL F72481) (AbleData, 2010b): Acquired injury to the brain, cancer, heart conditions, type 1 diabetes, lead poisoning, rheumatic fever, sickle cell anemia: Bowel/bladder issues, Lack of balance, Impaired proprioception, Fatigue, Pain, muscle weakness, Coordination difficulty, Amputation, Frequent need to urinate, Peripheral neuropathy, Limb numbness, Diffuse loss of muscle tone, Vestibular dysfunction

The Multi-Level Hand Grip, model F72481, is a wall grab bar designed to provide support for persons in bathing situations or for getting up or sitting down on the toilet. The grip can be mounted at any level and forms a curved L which protrudes from the wall. The unit is made of molded unbreakable polypropylene with grooved inner surfaces for a non-slip grasp. Three models of the grip are available: a single level (H72481-0001) which attaches to the wall at both ends; a double level (model H72481-0002) which has two curved handholds and attaches to the wall at three points; and a triple level (model H72481-0003) with three hand holds and attaches to the wall at four points. The grips may be used in institutional or residential settings. The unit comes with hardware and instructions for installation. DIMENSIONS: All grips are 3.75 inches high and 7/8 inches in diameter. The single level unit is 9.5 inches long, the double level is 17.25 inches long; and the triple level is 25-1/8 inches long overall. COLOR: White.

Notes:

Price: 19.10 to 13.15.

This product record was updated on February 21, 2010.

This product is available from: Manufacturer: Maddak, Inc.

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PARA-CARE PARAFFIN BATH (AbleData, 2001d): Cancer, diabetes (type 1), Hemophilia (with supervising adult to monitor paraffin temperature), Rheumatic fever, Sickle Cell Anemia: Pain, Arthritis, Limited joint mobility, Vaso-occlusion

The Para-Care Paraffin Bath is designed to provide therapeutic heat treatment for individuals with arthritis, bursitis, muscle spasms, and chronic joint inflammation. This low-profile bath enables the user to dip an extremity into the unit to be coated with wax that provides penetrating heat to the joint to relieve pain. The bath includes a choice of six pounds of unscented or wintermint scented wax. OPTIONS: Wax refills, Para-Care mitts, Para-Care booties, Para-Care liners for hands or feet, and wax remover.

Notes: Para-Care is a registered trademark of the Chattanooga Group Inc.

Price: 175.00.

This product record was updated on October 11, 2001.

This product is available from: Manufacturer: Chattanooga, A DJO Company

POINTER (AbleData, 2012c): Acquired injury in the brain, cancer, rheumatic fever: Using learning aids with minimal exertion The Pointer is a stylus for tablet computers and touch screens designed for use by individuals with upper extremity disabilities. This telescoping stylus is light and super conductive, with a tip that requires no pressure. When extended, it can be used on tablet computers or any other large screen device, and it can be used on a cell phone when collapsed. It can also be used as a pointer. DIMENSIONS: 7 to 15 inches long. The diameter of the handle is 0.375 inches. WEIGHT: 0.4 ounces. Notes: Price: 42.99. This product record was updated on March 25, 2012. This product is available from: Manufacturer: Stylus-R-Us

PROTECTA WRAP (AbleData, 2007a): Aquired injuries of the brain, cancer, epilepsy: fall protection

Protecta Wrap is an upper or lower extremity protector designed for individuals who are at risk for falls or have upper extremity, lower extremity, seizure, or balance disabilities. This sleeve protects knees, elbows, shins and forearms from injury from falls and impacts from furniture and fixtures. The sleeve can help prevent skin breakdown and can also be worn during sleep. It is made of soft, lightweight, machine washable stretch fabric with added shock absorption, and is customizable for an individual fit.

Notes:

Price: Contact manufacturer.

This product record was updated on February 14, 2007.

This product is available from: Manufacturer: Plum Enterprises, Inc.

89

SAM (SWITCH-ADAPTED MOUSE) TRACKBALL & SAM (SWITCH-ADAPTED MOUSE) JOYSTICK(Abledata, 2011): Cancer: Limited joint mobility SAM Joystick and SAM track ball are designed to provide adapted computer access for individuals with upper extremity disabilities. These modified pointing devices are designed for both "Adaptive" and "Non-Adaptive" software applications under Windows. The switch is a substitute for the track ball or joystick and can be operated with various parts of the body, such as hands, feet, knees, elbows, head, etc. These SAM devices serve three purposes: First, they function as switch interfaces for special software "looking" for the mouse-click as single switch. Second, they allow cooperative control of conventional software so that a friend, parent, or sibling can move the mouse, while the switch-user does all the clicking with his or her switch. Finally, they allow connection of a switch to operate the CrossScanner software (see separate entry). Both models feature a drag-lock function to eliminate the need to click and drag simultaneously. COMPATIBILITY: Versions are available for use with Macintosh or IBM and compatible computers. OPTIONS: A USB/imac adapter is available for the SAM Trackball. Notes: Shipping and handling charges are not included in the purchase price listed. Price: 229.00 to 184.00. This product record was updated on August 3, 2011.

This product is available from: Manufacturer: Clearly Superior Tech, Inc

SENSOR SOAP PUMP (AbleData, 2011): Cancer, heart disease, lead poisoning, renal disease, sickle cell anemia: Immunosuppression, infection

The Sensor Soap Pump is a liquid soap or lotion dispenser designed for use by individuals with neurological, upper extremity, or severe physical disabilities or spinal cord injury. This automatic unit dispenses soap touch-free when the user places a hand under the sensor. An LED light timer blinks for 20 seconds to indicate how long to lather for germ-free hands. Four volume settings allow the pump to dispense preset amounts of soap or lotion. The unit holds 14 ounces of soap or lotion. POWER: Uses 4 double-A batteries (not included). DIMENSIONS (HxDxW): 8.2 x 5.9 x 3.1 inches. COLOR: Black, white, or brushed nickel. WARRANTY: 2 years.

Notes:

Price: 41.99.

This product record was updated on July 29, 2010.

This product is available from: Manufacturer: Simplehuman

90

SLEEP TIGHT (Abledata, 2011): Acquired disease to the brain, epilepsy, rheumatic fever, renal disease: Reduces distraction, stress, anxiety, hyperactivity

Sleep Tight is a weighted blanket designed for use with larger students or young adults with physical or neurological disabilities, sensory processing disorder, and autism. It is designed to help students reduce instances of distraction, stress, anxiety and hyperactivity. This blanket has a curved cut out portion at the top to allow it to contour around the shoulders and under the chin. The Sleep Tight is intended to be smaller than a regular blanket to more effectively distribute its weight on the body instead of on the bed. It is made with 100% cotton corduroy and filled with a non-toxic and hypoallergenic PET pellet material that is BPA and phthalate free. The pellets are sewn into a 100% cotton bag that is inserted in each chamber to prevent the pellets from escaping, and each blanket is double stitched around the outside and then twice on the bottom hem. SIZES: XS (3 years old); S (4-5); M (6-10); L (11-15); and XL (16 and older). DIMENSIONS (LxW): 36 x 36 inches (XS); 42 x 36 inches (S); 54 x 42 inches (M); 72 x 54 inches (L); 80 x 57 inches (XL). WEIGHT: 5 pounds (XS); 8 pounds (S); 12 pounds (M); 16 pounds (L); 25 pounds (XL). COLOR: Tan or navy.

Notes: Sleep Tight is a registered trademark of Sommerfly LLC.Price: 295.00 to 135.00.

This product record was updated on April 17, 2011.

This product is available from: Manufacturer: Sommerfly LLC

SMART ALEX (Abledata, 2003):

Smart Alex is a behavior training program designed for use by students with autism and other cognitive disabilities. The program offers eight different levels with a variety of exercises pertaining to expressing emotions. At the first level, users simply click on the eyes and mouth of Smart Alex to change facial expressions. Other levels enable users to use Mayer-Johnson symbols and rebus symbols to select the emotion Alex is to express. At a higher level, keyboard users can hold a simple conversation with Alex about their likes and dislikes. If the user gives Alex a word he does not know, he will ask about it and remember it for the next session. Alex can be male or female, Caucasian or African American. The program is accessible by mouse, keyboard, or touch screen. COMPATIBILITY: Versions are available for Macintosh and IBM and compatible computers. SYSTEM REQUIREMENTS: The IBM and compatible version requires Windows 95 or higher and the Macintosh version requires OS 7 or higher. Both versions require a CD-ROM drive.

Notes: This program is also available in five-, ten, or 25-user packs; site licenses are also available. ** Shipping and handling charges are not included in the purchase price listed.

Price: 69.95.

This product record was updated on April 24, 2003.

This product is available from: Manufacturer: Manufacturer information not available.

91

Examples of various environmental safety ATs as described on AbleData:

SOLO V2 (AbleData, 2012d): Diabetes, Hypoglycemia in students with visual impairment secondary to diabetes

The Solo V2 is a voice output glucose analyzer designed for use by individuals with diabetes who are blind or have low vision. This meter is fully audible, with audible set up, test results, memory, averages, and error messages. It speaks in English, Spanish, and Mandarin Chinese. Results are displayed on a large screen. The user provides a small sample of blood and the unit gives its result in 6 seconds. No code is required. An audible warning indicates when the blood sample is low and might produce a false low test result. The unit has a 500 test result memory, with 7, 14, 28, 60, and 90 day averages. Before and after meal results can be marked in memory. A test reminder alarm can be set. Results management software is included. The unit connects to a computer via a standard USB cable. POWER: Requires 2 AAA batteries. COMPATIBILITY: Solo V2 software is compatible with IBM and similar computers. SYSTEM REQUIREMENTS: Windows 98 Second Edition, Windows NT 4.0 Workstation (SP6 or above),Windows 2000 Professional (SP4 or above), Windows Me, Windows XP Home and Professional (SP2 or above), or Windows Vista; 266 megahertz (MHz) Intel Pentium 2 or higher processor with at least 128 megabytes (MB) of RAM; at least 100 MB free hard disk space during installation and100 MB after installation. WARRANTY: 5-year warranty.

Notes: Windows is a registered trademark of Microsoft Corporation. ** Pentium is registered trademark of Intel Corporations.

Price: Contact manufacturer.

This product record was updated on March 24, 2012.

This product is available from: Manufacturer: Biosense Medical Devices

SUPER CHEWNOODLE (AbleData, 2001e): AIB, cancer, heart conditions, type 1 diabetes, epilepsy, lead poisoning, renal disease, rheumatic fever, sickle cell anemia: Inattention, overactivity, inappropriate coping strategies, sensitivity to stress, anxiety, depression, tactile stimulation, hand muscle weakness, attention-deficit, hyperactivity, fidgetiness

The Super Chewnoodle is an oral sensory integration activity intended for use with students with physical or neurological disabilities, sensory processing disorder, and autism. It is designed to help students reduce instances of distraction, stress, anxiety and hyperactivity. The Super Chewnoodle is made up of a non-toxic silicone tube with bumps on the exterior attached to a light-weight aluminum carabiner. The carabiner can be attached to the user’s clothing or a strap worn over one or both shoulders. The user squeezes or chews on the tube to provide tactile feedback and encourage calm. The Super Chewnoodle’s silicone tube is designed to be stronger and more durable than the Chewnoodle and Chewnoodle Bumpy so that it will endure excessive chewing. It is intended for students age 3 and above and should be used under adult supervision. The Super Chewnoodle can be hand washed with warm water and soap or washed in the top rack of the dishwasher. DIMENSIONS: The tube is 8 inches in length and 0.5 inches in diameter. COLOR: Light blue.

Notes: The manufacturer states that the Super Chewnoodle’s silicon tube is made from non-toxic, FDA-approved materials and contains no sulphur or other acid-producing chemicals.

Price: 15.99.

This product record was updated on June 14, 2011.

This product is available from: Manufacturer: Chewnoodle

92

THAT'S HOW I FEEL (AbleData, 2008b): Asthma, cancer, heart conditions, type 1 diabetes, lead poisoning, renal disease, rheumatic fever, sickle cell anemia, TB: Frequent hospitalizations or medical appointments, respiratory distress, mouth sores, fatigue, fear of death, sensitivity to stress, lower self-esteem, loss of verbal milestones, social isolation, crying, restlessness, reduced quality of life, stigma, airway compromise

That's How I Feel is a voice output direct selection and symbolic communicator program and a vocabulary tutorial program designed for use by individuals with communication, cognitive, learning, developmental or speech disabilities, or autism. This application, or app, enables an Apple iPad to function as an AAC system for people who cannot speak or have difficulty speaking. The app can also be used by a parent or therapist to teach a child vocabulary for feelings. The user launches the app and selects one or more of the available Smarty Symbols icons to express their feelings. Feelings are categorized in three colors: green for positive feelings, such as happy, and yellow and red for negative feelings, such as confused or depressed. Each icon also comes with a voice recording conveying appropriate intonation for the corresponding feeling. COMPATIBILITY: For use with the Apple iPad. SYSTEM REQUIREMENTS: Apple iOS 4.0 or later.

Notes: This product is sold through the App Store on Apple iTunes. ** iPad and iTunes are registered trademarks of Apple Inc. ** Smarty Symbols and That's How I Feel are registered trademarks of Smarty Ears, LLC.

Price: 2.99.

This product record was updated on August 18, 2011.

This product is available from: Manufacturer: Smarty Ears, LLC

TOPPEN (MODEL 77) (AbleData, 2007b): AIB, cancer, lead poisoning, rheumatic fever, sickle cell anemia, TB

The Toppen, model 77, is a protective helmet designed for use by individuals with balance, seizure, mobility, or cognitive disabilities. This lightweight, ventilated helmet has a nylon outer shell and a cotton lining. The chin strap has a thread-through buckle. SIZES: Infant to adult sizes. This helmet can be machine washed in cold water and line dried. DIMENSIONS: For head circumferences 18,19,20,21,22,23,or 25 inches. COLOR: Blue exterior with a red lining.

Notes:

Price: 150.00.

This product record was updated on August 8, 2007.

This product is available from: Manufacturer: Meyland-Smith A/S

93

TWO IN ONE FLOTATION SUN SUIT (AbleData, 2010c): Epilepsy: Drowning Prevention

The Two in One Flotation Sun Suit is a combination swim suit, sun suit, and swimming aid designed for use by students ages two to fourteen years with physical disabilities. Available in unisex or girl's styles, these Lycra suits block 98 % of the sun's ultraviolet (UV) rays and have Airex foam at the shoulders. The soft, puncture-proof foam provides buoyancy in such a way as to avoid the risk of overturning or accidental somersaulting in the water. The suit provides just enough support to encourage the development of proper swimming techniques during lessons. The one-piece suits have short legs, long sleeves, and a front zipper from the neck to the waist. SIZES: Girl's and unisex sizes to fit 2 to 3 year olds, 3 to 4 year olds, 5 to 6 year olds, 7 to 8 year olds, 9 to 10 year olds, 11 to 12 year olds, and 13 to 14 year olds. COLOR: The unisex model is navy with neon yellow arm bands with the Swimeezy logo and the girl's suit is pink with the Swimeezy logo.

Notes: Airex is a registered trademark. ** Lycta is a registered trademark. ** Shipping and handling charges are not included in the purchase price listed. ** The manufacturer states this suit is not to be used on students under two years of age.

Price: 50.00.

This product record was updated on August 31, 2010.

This product is available from: Manufacturer: SwimEEZY USA Inc.

VESTIBULAR BOARD (MODEL 224) (Bailey Manufacturing, 2008): Sickle Cell Anemia: Vestibular dysfunction The tilting motion of the vestibular board assist reclining patients with developing balance skills. By unlocking and turning the base 90 degrees, this board may be used for side to side or end to end motion. The base can be folded flat and stored beside the top when not in use. 30" wide x 60" long x 12" high. The top is covered with carpeting. DIMENSIONS: 30 x 60 x 12 inches. Notes: Price: Contact manufacturer. This product record was updated on April 19/2012. This product is available from: Manufacturer:Bailey Manufacturing Co. WICO TOUCHSCREEN STYLUS (AbleData, 2011a): The WICO Touchscreen Stylus is a stylus for touch screen designed for use by individuals with grasping, upper extremity or fine motor disabilities or arthritis. A stylus with a soft cloth tip (included) is mounted on a ring holder that fits on any finger, eliminating the need to grip or squeeze the stylus. The stylus can be extended from the ring holder or retracted into the holder using a sliding button. The manufacturer states that the WICO Touchscreen Stylus is appropriate for use with the Barnes and Noble NookColor, the Apple iPad or iPhone, or other smartphones with touch screens. COLOR: Clear, yellow, green, pewter, or blue in plastic or in metallic silver. Notes: The design of the WICO Touchscreen Stylus is patented. NookColor is a registered trademark of Barnes and Noble. ** iPhone and iPad are registered trademarks of Apple. ** Shipping and handling charges are not included in the purchase price listed. ** Price: 13.99 to 12.99. This product record was updated on April 13, 2011. This product is available from: Manufacturer: GlobaScope LLC

94

WONKIDOS--PLAYING WITH FRIENDS (AbleData, 2012e):

Wonkidos: Playing With Friends is a behavior training program and a personal skills and independent living program designed to teach students with developmental, emotional, learning, communication or cognitive disabilities or autism how to ask a friend to play. This digital video offers a step-by-step demonstration using animated characters. Special topics include eye contact, communication and smiling at friends. The video teaches proper ways to approach and greet another child, as well as ways to ask them to play and listen to their response. The video is 5 minutes 31 seconds long, and it is available for download over the Internet.

Notes:

Price: 5.99.

This product record was updated on February 2, 2012.

This product is available from: Manufacturer: Brighter Futures for Beautiful Minds, Inc.

WRAP AROUNDS (AbleData, 2011b): AIB, cancer, heart conditions, type 1 diabetes, epilepsy, lead poisoning, renal disease, rheumatic fever, sickle cell anemia: Inattention, overactivity, inappropriate coping strategies, sensitivity to stress, anxiety, depression, tactile stimulation, hand muscle weakness, attention-deficit, hyperactivity, fidgetiness

Wrap Arounds are weighted belts designed to be worn in pairs in an “x” configuration over the shoulders as an alternative to a weighted vest. They are intended for use with students with physical or neurological disabilities, sensory processing disorder, and autism. It is designed to help students reduce instances of distraction, stress, anxiety and hyperactivity. Each belt is made with 100 % cotton corduroy and filled with a non-toxic and hypoallergenic PET pellet material that is BPA and phthalate free. A non-latex elastic loop is provided on each belt. The maximum recommended wear time is 30 minutes. Wrap Arounds are sold in pairs and are machine washable. SIZES: Small, medium, large and extra large. DIMENSIONS (LxW) (single belt): 30 x 25 inches (small); 40 x 31 inches (medium); 50 x 41 inches (large); 60 x 51 inches (extra large). WEIGHT (single belt): 9 ounces (small); 14 ounces (medium); 18 ounces (large); 21 ounces (extra large).

Notes: Wrap Arounds is a registered trademark of Sommerfly LLC.

Price: 54.00 to 48.00.

This product record was updated on April 30, 2011.

This product is available from: Manufacturer: Sommerfly LLC

YOUTH PULL-ON DIAPER (MODEL Y3505) (AbleData, 2006): AIB, lead poisoning: Bowel/bladder issues

The Youth Pull-On Diaper, model Y3505, is a diaper designed for use by students with incontinence. This diaper has two layers of 100 % cotton flannette through the body. The inner liner has three layers of flannel with a three-inch soaker down the center of the liner. The liner is sewn in only across the front and back so that it can be pulled out for washing. SIZES: Small, medium, or large.

Notes:

Price: 19.95.

This product record was updated on September 19, 2006.

This product is available from: Manufacturer: Easy Access Clothing and Products

95

ZERO GRAVITY FOOT MASSAGER (Abledata, 2012): Cancer, Diabetes (type 1), Rheumatic fever, Sickle Cell Anemia: Pain, Arthritis, Limited joint mobility, Vaso-occlusion

The Zero Gravity Foot Massager is a calf and foot massager designed for use to promote circulation and reduce muscle fatigue in the lower extremities. The massager adapts to the user's body position, whether the user is seated in a chair, on a stool, or lying down. It maintains a 110-degree angle between the user's feet and legs, muscles remain relaxed and in the proper position for an effective lower leg massage. This position also adds to the effectiveness of the sole shiatsu as it ensures steady contact between the massager and the user's feet. Shiatsu nodes raise and lower to vertically penetrate the bottoms of the user's feet while floating front to rear in a rolling motion. Airbags firmly maneuver left and right to continually reposition the feet, ensuring greater sole coverage. During airbag compression massage, each leg is surrounded by 11 individual airbags, and a combination of large and small airbags inflate independently and rhythmically to mimic the alternating compression technique of a live massage. Compression and kneading actions provide relief to feet, calves, and ankles, while promoting blood circulation. A built-in heater keeps feet warm and encourages circulation. The unit can be operated through a built-in control panel or a wireless remote. DIMENSIONS: 22 x 18 x 17 inches. WEIGHT: 30 pounds.

Notes:

Price: Contact manufacturer.

This product record was updated on February 19, 2012.

This product is available from: Manufacturer: SANYO North America Corporation