Assistive technology webquest

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Overview of Assistive technology and relevant IDEA terms. Created for ITEC 7530 assignment.

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Assistive technology webquest

  1. 1. Meeting the Needs of All LearnersPresented by: Connie R. Courtright ITEC 7530, Spring 2012
  2. 2. Every student canlearn,just not on the same day or the same way. -- George Evans.
  3. 3. Preparing to meet the needsO Expect several students O One student has an with ADHD (Attention auditory disability and Deficit Hyperactivity Disorder). These requires a special students have difficulty device to hear. blocking out extraneous O Multiple students stimuli and attending to lessons. They may have learning have difficulty with disabilities which impulse control, tend to affect all areas, but fidget, and have a need especially reading to burn energy. and writing.
  4. 4. “I’m not a Special Ed teacher!” General Education teachers need to be familiar with the Individuals with Disabilities Educational Act (IDEA) in order to fulfill their responsibilities in following the Individualized Education Plans (IEP) for certain students in their classes.
  5. 5. “Why are these kids in my class?”Services are required by IDEA to be provided in theLeast Restrictive Environment (LRE). Specialeducation students have a right to be educatedalongside their non-disabled peers to the greatestextent possible. This means that the general educationclassroom is the preferred setting and first option.Special Education teachers, speech therapists, andothers may come into your classroom to provideservices, or the child may leave the room for periods toreceive such services.
  6. 6. “What is an IEP and where did it come from?” Students who have been identified, evaluated, and determined eligible for Special Education services have an IEP written to address their specific educational needs. The IEP is written by a team familiar with the child’s needs; the team typically includes teachers, parents, a psychologist, and relevant therapists. The plan details what types of services and supports the child will receive. The level of support depends upon the effect of the student’s disability on the student’s educational outcomes.
  7. 7. “What do I have to do?”First, the general education teacher should read the IEP.It may require certain accommodations andmodifications (changes) to be made for the student.The teacher is legally obligated to follow the IEP. Theteacher should seek clarification and support as neededfrom the special education liaison. The IEP may requirethe use of assistive technology (AT). Even if AT is notspecified in the IEP, you are encouraged to use AT thatwill benefit the student and help them achieve theireducational goals.
  8. 8. “What is assistive technology?”Assistive technology (AT) is any type ofequipment that can be used to improve astudents educational experience. There arethree categories of AT:O No-tech— items that are not electronicO Low-tech— electronic, but not as sophisticated as a computerO High-tech— complex multi-function devices
  9. 9. AT to benefit students with ADHDO http://www.abledata.com/abledata.cfm?pageid =19327&top=32590&deep=2&trail=22,11436Please follow the link to see adapted desks.The Alphabetter Desk lets students sit or standbased on energy levels. Several study carreloptions are available to help ADHD studentslimit distractions.
  10. 10. AT for the Hearing ImpairedO http://www.abledata.com/abledata.cfm?pageid=19 327&top=13446&ksectionid=0&productid=194716 &trail=22,13436&discontinued=0O Students with auditory disabilities may not be completely deaf. Students who are hard of hearing may have difficulty distinguishing voices in a group setting. The personal amplification system on the linked webpage allows up to three speakers to talk to the hard of hearing student. This system will make it possible for the student to take part in cooperative group interactions.
  11. 11. AT for Reading DisabilitiesO http://www.gatfl.org/LearningDisabilitiesGu ide/READINGPROBLEMSDISABILITIES/ AssistiveTechnologyResourcesReading.a spxStudents with Reading disabilities that affecttheir ability to decode words, may benefitfrom Text to Speech Software, which willread text to them.
  12. 12. AT for WritingO Students with learning disabilities that affect writing are hesitant to put ideas on paper. Allow students to use a word- processing program on the computer to compose and spell-check their writing. This also alleviates the issue of illegible handwriting. For more ideas visit Georgia Tools for Life.http://www.gatfl.org/LearningDisabilitiesGuide/WritingDifficulties.aspx
  13. 13. AT for Learning DisabledO Students with learning disabilities often need support for comprehending text. The appropriate graphic organizer and guidance with use can support students in understanding what they read. Search edHelper.com for “graphic organizers.”O http://search.edhelper.com/cgi- bin/ednet.cgi
  14. 14. Americas future walksthrough the doors of our schools LeTendre. day. Mary Jean every
  15. 15. SourcesO AbleData. http://www.abledata.com/abledata.cfm?CFID=26387262&CFTOK EN=8b2f4374e8cf6471-20EDE36F-AFC5-B4C2- DB3D6D1C6002433F&jsessionid=043066bac0f3ff00a8781b3322 952782f705O Behrmann, Michael. Assistive Technology for Students with Mild Disabilities http://www.ericdigests.org/2003-1/assistive.htmO Edhelper.com Graphic Organizers.http://search.edhelper.com/cgi- bin/ednet.cgiO Georgia Tools for Life. Learning Disabilities and Assistive Technologies. http://www.gatfl.org/LearningDisabilitiesGuide/READINGPROBLE MSDISABILITIES.aspxO National Dissemination Center for Children with Disabilities. http://nichcy.org/schoolage/iep/iepcontents/supplementary/O U. S. Department of Education. Building the Legacy: IDEA 2004. http://idea.ed.gov/

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