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Debunking four common steryotypes about kids with special needs

Often what is known about disabled children comes from television and movies. This information often is false and exaggerated and leads people to believe in stereotypes. Stereotypes can be destructive to the relationships between children and new, inexperienced caregivers.

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1 thru 10 of 68 Products in the Assistive Communication Category

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Talking Bubble Busy Box M1098: Talking Bubble Busy Box
Playing with communication!
Talking I.D. R0204: Talking I.D.
The name tag of the future!
Bulletin Board Communicator R0409: Bulletin Board Communicator
Displays nine messages and can call for help!
Double Decker Go! Board - 8 Icon R0416: Double Decker Go! Board - 8 Icon
Perfect for classrooms and early intervention programs!
Twin Talk, 1-4" Jack R0504: Twin Talk, 1-4" Jack
Three interchangeable center dividers of variable heights.
Twin Talk & Play, 1-4" Jack R0505: Twin Talk & Play, 1-4" Jack
Three interchangeable center dividers of variable heights.
Twin Talk & Play, 1-8" Jacks R0506: Twin Talk & Play, 1-8" Jacks
Three interchangeable center dividers of variable heights.
Twin Talk Recorder with Divider R0507: Twin Talk Recorder with Divider
Trainer or communicator!
Twin Talk With Clear Plastic Covers R0508: Twin Talk With Clear Plastic Covers
Features removable clear plastic covers for your icons!
Clip Talk - Direct Select R0521: Clip Talk - Direct Select
Lightweight Communicator Clips Anywhere!

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Is mousing so difficult that it is hard to enjoy the computer?

Mouse moving can be a very difficult task for a child with a physical impairment, and can be confusing for a cognitively young child. There are many adapted mice available to fit different needs. One great low cost choice is the Touch Screen. It lets users do their dragging, clicking, and double clicking by touching the screen with their fingers! If the child has trouble reaching up to the screen, try placing the Touch Screen on a table or wheelchair tray so that a child can comfortably control the cursor.

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