Resources and instructional practices to meet student’s individual needs<br />Stacy Calhoun<br />
Overview<br />The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates that children and youth ag...
Struggling Students<br /><ul><li>Kids struggling in school may qualify for support services, allowing them to be taught in...
Struggling students include:
learning disabilities
attention deficit hyperactivity disorder (ADHD)
emotional disorders
mental retardation
autism
hearing impairment
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Assistive technology webquest_stacy_calhoun

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Transcript of "Assistive technology webquest_stacy_calhoun"

  1. 1. Resources and instructional practices to meet student’s individual needs<br />Stacy Calhoun<br />
  2. 2. Overview<br />The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates that children and youth ages 3–21 with disabilities be provided a free and appropriate public school education.<br />Inclusion in the classroom is on the rise. In fall 2007, some 95 percent of 6- to 21-year-old students with disabilities were served in regular schools in the U.S. <br />Students are placed in least restrictive environment when they have the opportunity to be educated with non-disabled to the greatest extent appropriatedespite their disability.<br />
  3. 3. Struggling Students<br /><ul><li>Kids struggling in school may qualify for support services, allowing them to be taught in a special way.
  4. 4. Struggling students include:
  5. 5. learning disabilities
  6. 6. attention deficit hyperactivity disorder (ADHD)
  7. 7. emotional disorders
  8. 8. mental retardation
  9. 9. autism
  10. 10. hearing impairment
  11. 11. visual impairment
  12. 12. speech or language impairment
  13. 13. developmental delay</li></li></ul><li>Individualized Education Programs<br />A child who has difficulty learning and functioning and has been identified as a special needs student is the perfect candidate for an Individualized Education Program or IEP.<br />Most services and goals set in an IEP can be provided in a regular school environment within a classroom or resource room. <br />Children who require intense intervention may be taught in a special school environment. <br />Since the goal of IDEA is to ensure that each child is educated in the least restrictive environment possible, effort is made to help kids stay in a regular classroom.<br />
  14. 14. Learning Disabilities<br />NOTE TAKING<br />A no technological approach would be for educators to provide outlines in which students fill in information. In turn the students won’t be so engulfed writing words, rather comprehending information being given.<br />Technological approaches could include:<br /> Videotaping class sessions for visual learners or those who are unable to attend class for extended periods of time due to medical treatment sessions. <br />* Translating print-based notes to voice by using optical character recognition (OCR) software with a voice synthesizer. <br />* Using notebook computers, personal digital assistants (PDAs), or portable word processing keyboards to help students with the mechanics of note taking. <br />
  15. 15. Developmental and Physical Disabilities <br />The TouchWindow is an interactive computer screen that uses a child’s natural instinct of wanting to reach out and touch what they see. Students can make selections, move objects, pull down menus and draw graphics, all with the touch of a finger.<br />The TouchWindow is ideal for students who have trouble manipulating the mouse. It is recommended for students with developmental or physical disabilities. <br />
  16. 16. Hearing Assistive Technology<br />Hearing assistive technology systems (HATS) are devices that can help individuals communicate in a normal setting. <br />HATS can be used with or without hearing aids or cochlear implants to make hearing.<br />Hats helps with:<br /><ul><li>Distance between the listener and the sound source. (e.g. longer distances)
  17. 17. Competing noise in the environment. (e.g. radios, TVs, paper shuffling)
  18. 18. Poor room acoustics/ reverberation. (e.g. large windows and wide open spaces)</li></li></ul><li>Children with Attention Deficit<br />Non-Technological strategies <br /><ul><li>Use the child’s name in a question or in the material being covered. Incorporate the children’s interests into a lesson plan.
  19. 19. Structure in some guided daydreaming time.
  20. 20. Give simple, concrete instructions, once. </li></ul>Non-Technological strategies<br /><ul><li>Increase the novelty of lessons by using films, tapes, flash cards, or small group work or by having a child call on others.
  21. 21. Investigate the use of simple mechanical devices that indicate attention versus inattention. </li></li></ul><li>Conclusion <br />Educators must meet the varied needs of students with disabilities. <br />Today, assistive technology can be more specifically targeted to address an individual's needs through the emergent power and flexibility of electronic tools and the ways in which they are combined and used. <br />
  22. 22. References<br />Access and Productivity Tools http://www.synapseadaptive.com/edmark/prod/tw/default.htm<br />American Speech-Language-Hearing Association <http://www.asha.org/public/hearing/treatment/assist_tech.htm><br />Kids Health. Individualized Education Programs. http://kidshealth.org/parent/positive/learning/iep.html<br />National Center for Education Statistics http://nces.ed.gov/fastfacts/display.asp?id=59<br />U.S. Department of Education, National Center for Education Statistics (2010). Digest of Education Statistics, 2009 (NCES 2010-013), Chapter 2.<br />Wikipedia. Least Restrictive Environment. >http://en.wikipedia.org/wiki/Least_Restrictive_Environment><br />Access and Productivity Tools http://www.synapseadaptive.com/edmark/prod/tw/default.htm<br />
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