481 Assignment Articles

Teaching Disable Students Through Technology and Other Methods 1) Teaching English To Absolute and false Beginners By: Kenneth Beare http://esl.aboul.com/od/esleflteachingtechnigue/a/t_afbeginners.htm The article differentiates an absolute beginner from a false beginner as second language learner. Absolute beginners are learners who have no contact with English at all while false beginners are those who have had English before but feel the need of some more practice to be adept with the language Suggestion on the approaches to use in teaching English to these kinds of learners was given in the article. After the suggestion given, the author gives his reason to using said approach. Some expected problems were listed and the corresponding solution to such problems were numerated. Aside from the expected problem the teacher may encounter and the suggested solution to these problems the author presents some assumption about the expected students. This prepares the teachers in what to expect and giving them an idea of what approach or strategies they can use to start their teaching. 2) Computer Use in the ESL Classroom By: Kenneth Beare http://esl.about.com/od/esleflteachingtechnique/a/t_compclass.htm The article offers tips and strategies for the use of computers in the ESL classroom. However it warns the teachers that the computer should not become the center of attention of the lesson. The activities or the lesson should be the focus of the teaching. As a language-learning tool, the computer provides unmistakable advantage over traditional approaches computers can be use for: a) Listening exercises b) Self – pacing of students progress in learning

c) Accessing document faster in addressing individual student’s needs. It is accepted fact that the use of a presents on overwhelming problem for both students and teachers alike. The article provides some basic principles that should be followed in order to help both students and teachers get use to the computer as learning – teaching aid. A sample lesson was included in the article. The sample lesson included the objectives of the day’s lesson and the procedures to be followed by the teacher to fulfill the objectives of the lesson. All these are reason enough to prove the usefulness if a computer as a tool for teaching in the ESL classroom. 3) Assistive Technology for Students with Mild Disabilities By: Michael M. Behrmann http://www.kidsource.com/kidsource/content2/assistive_technology.html The article defines AT devices as any piece of equipment used to increase the functional capabilities of individuals with disabilities. It explains how AT can be applied to instruction. There are seven areas of instruction where AT could help students with mild disabilities. They are as follows: 1. Organization – Students can organize their thoughts or work by using a flow chart, task analysis and by outlining. 2. Note – taking. Teachers can provide structured outline for the students. Microcasette recorder can also be used. 3. Writing assistance – Word processing is the most important application of assistive technology for students with mild disabilities. 4. Productivity – Personal digital assistant (PDAS) can translate words printed with the pen input device to computer readable text, which can then be edited with the word processor and transmitted to a full function computer. 5. Access to reference materials – Multimedia base tools is one way in which information can be made accessible to students. Multimedia use of text, speech, graphics, picture, audio, and video in reference-based software is especially effective in meeting the heterogeneous learning needs of students with mild disabilities. 6. Cognitive Assistance – much application program software are available for instructing students through tutorials, drills and practice.

7. Materials Modification – Multiple authoring and presentation tools are available that educators can use to develop and modify computer – based instructional materials for students with mild disabilities. 4) Empowering Rural Students with Disabilities Through Assistive Technology By: Patricia Deloney and Richard Tompkins http://www.sedl.org/rural/seeds/assistivetech/welcome.html The problem of helping students with disabilities is succeed in independent living and participate in productive employment has been lessened through the availability of technology innovations in rural schools. Presently assistive devices now readily obtainable to students with severe disabilities may enable them to participate more in mainstream schooling and interact with classmates and teachers in ways that were previously impossible. Because of the growing use of assistive technology, there is a need for educators to stay abreast of new development so they can better plan and implement assistive programs. Assistive technology does not always mean high tech devices. Any item that can be used to increase, maintain or improve functional capacities of a disabled individual is an assistive device. Wide arrays of assistive devices are now readily available to any kind of disability an individual might have. 1) There can be a robotic device that manipulates equipment in a science laboratory for the blind. 2) Argumentative communication device can help individuals in producing or understanding speech problems. 3) Some adaptive devices maybe used by students with mobility impairment. 4) Earphones for students using voice output can eliminate distractions for others. 5) Learning disabled students can be helped by the use of computer technology. 5) Computer Technology Can Empower Students with Learning Disabilities By: Leslie B. G. Goldberg and Lucinda M. O’Neill http://udl.cast.org/udl/ComputerTechnologyCanEmpowerStudentswithLearningDisabiliti es960.cfm

This article provides the logical support to the claim that computer can do wonders undiscovered talent in each individual. The story of Mason Barney “The Gifted Child With a Learning Disability” is one good example of not accepting everything at face value. This article tells the story of Mason Barney whose parents intervene with his and CAST played in helping him – a learning disable child found his innate talent through the computer. Of course Mason did not do it all by himself. He teaches attitude and support enable Mason to rely on computers for almost all of his coursework. The success of Mason Barney in overcoming his disability in the use of the computer is justification enough to claim that computer can help use do anything. 6) Modifications for Students with Learning Disabilities in Inclusive Settings By: Hogan, Therese http://findarticles.com/p/articles/mi_qa4009/is_200504/ai_n13505225 Two major categories of information needed in order to manage information about each student are: a) Information describing the students as a learner b) Information describing the nature of instruction and skill demands of the general education classroom. The first category provides a description of the student as a learner and focuses on what learning skills the student brings to the learning task. The second category will guide the general education teacher in planning the lesson to be presented to the disable learners and modify his/her lesson presentation depending on the learner’s abilities. 7) The Equipment Every Language Learner Needs By: Reid Wilson http://www.languageimpact.com/articles/rw/learnerneeds.htm

This article mentions materials needed by any language learner if he or she is to succeed in his or her goal of learning a new language. The “A – List” includes: 1) A good quality recorder 2) A good microphone 3) A good voice quality blank tape The “B – List” includes: 4) A computer with a sounds card and speakers 5) A portable MP3 player 6) A patch cord that connects the tape recorder’s earphone jack and the computer’s microphone jack and vise versa. The “C – List” includes: 7 - a) An additional high quality tape recorder 7 – b) A high quality digital recorder 8) A C D R drive Reason for having the above listed items are enumerated after each items so that the learner will understand why such items are a “must” in learning a language. 8) Maximize Your Language Learning through TPR By: Reid Wilson http://www.languageimpact.com/articles/rw/tprmax.htm By using the principles of the Total Physical Response for language learning being learned effectively in such a short time. This is because TPR use commands that a child can physically perform. Incorporating the variation of TPR –B: TPR- O and TPR – P with principle of plain TPR will make the learning of a second language much easier and faster.

9) TPR is a Valuable Tool! By: Judie Haynes http://www.everythingesl.net/lessons/tpr.php TPR methods is just one of the methods to teach a second language. In this article Ms. Haynes explains how TPR methods work and how it is applied in a classroom setting. According to her TPR teachers us a single word or simple phrase to instruct the learner. For example touch your eye, run, sit, or point to the desk. These are just a few samples of commands the students will do. The technology she uses to conduct her lesson on TPR is a recorder to playback the commands, so that the learner can repeat the commands she said. It is also use to reinforce the learner speech. 10) CALL Use in the ESL/EFL Classroom By: Kenneth Beare http://esl.about.com/od/esleflteachingtechnique/a/t_usecall.htm CALL can be used in the classroom not only for grammar practice and correction but also for communicative activities. Providing lesson examples creativity a natural atmosphere in the classroom by talking about a topic interesting enough for the student for her or him to participate can encourage this student to communicate. Another situation where students will be eager to participate and hence communicate with their peers is allowing them to play games. Be aware through that the game is not the end all of the task but that effective communication should take place in the game.

481 Assignment Articles

by afaca671 on May 18, 2009

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