Working with Special Needs Students<br />Assistive Technology WebQuest<br />ITEC 7530<br />Celenia Pena<br />
Special needs students may have one or more of the following:<br /><ul><li>learning disabilities
attention deficit hyperactivity disorder (ADHD)
emotional disorders
cognitive challenges
autism
hearing impairment
visual impairment
speech or language impairment
developmental delay</li></ul>Who are Special Needs Students?<br />
Individualized Education Program (IEP) — describes the goals the team sets for a child during the school year, as well as ...
An IEP is developed by a team, which includes the parents, a special education teacher, a regular education teacher, someo...
Assistive technology or adaptive technology (AT) is an umbrella term that includes assistive, adaptive, and rehabilitative...
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Assistive technology web quest celenia_pena

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Assistive technology web quest celenia_pena

  1. 1. Working with Special Needs Students<br />Assistive Technology WebQuest<br />ITEC 7530<br />Celenia Pena<br />
  2. 2. Special needs students may have one or more of the following:<br /><ul><li>learning disabilities
  3. 3. attention deficit hyperactivity disorder (ADHD)
  4. 4. emotional disorders
  5. 5. cognitive challenges
  6. 6. autism
  7. 7. hearing impairment
  8. 8. visual impairment
  9. 9. speech or language impairment
  10. 10. developmental delay</li></ul>Who are Special Needs Students?<br />
  11. 11. Individualized Education Program (IEP) — describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them.<br />Least Restrictive Environment (LRE) – ensures that schools educate students with disabilities in integrated settings, alongside students with and without disabilities, to the maximum extent appropriate.<br />Inclusion – refers to placement of students with disabilities in the general education classroom with peers without disabilities.<br />Federal Mandates from IDEAIndividuals with Disabilities Education Act (2004)<br />
  12. 12. An IEP is developed by a team, which includes the parents, a special education teacher, a regular education teacher, someone to explain evaluation results, and a school representative.  If related services are involved (speech, occupational/physical therapy, etc.), then those persons are also included.  The child with the disability is also invited, especially at age 14 and older.  <br />An IEP is revised and rewritten annually, although it may be amended at any time.  Parents are members of the team that writes the IEP and play an active role in the process, working together with teachers and other service providers (speech therapists, occupational therapists, etc.).<br />How is an IEP developed?<br />
  13. 13. Assistive technology or adaptive technology (AT) is an umbrella term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and also includes the process used in selecting, locating, and using them.<br />AT promotes greater independence by enabling people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to or changed methods of interacting with the technology needed to accomplish such tasks.<br />What is Assistive Technology?<br />
  14. 14. <ul><li>the abilities of a child; his/her interests and preferences
  15. 15. the family's culture and value system
  16. 16. the environment it will be used in
  17. 17. the functional tasks for participating in daily routines
  18. 18. available materials and technologies
  19. 19. the barriers to his/her participation
  20. 20. ongoing intervention and evaluation</li></ul>Assistive Technology Considerations<br />
  21. 21. As designated in IDEA, assistive technology can be incorporated into the student's IEP in one or more of three areas:<br />As part of Special Education (in the annual goals and short term objectives)<br />Related service - support services including speech, occupational and physical therapy, transportation, counseling and adaptive physical education. <br />Supplemental aid or service needed to support the student in the least restrictive educational environment <br />Where to list AT in the IEP?<br />
  22. 22. High Tech - incorporate sophisticated electronics or computers.<br />Medium Tech - relatively complicated mechanical devices, such as wheelchairs.<br />Low Tech - less sophisticated and can include devices such as adapted spoon handles, non-tipping drinking cups, and Velcro fasteners.<br />No Tech - make use of procedures, services, and existing conditions in the environment that do not involve the use of devices or equipment. <br />The AT Continuum<br />
  23. 23. Print or picture schedule <br />Low tech aids to find materials (e.g. index tabs, color coded folders) <br />Highlight text (e.g. markers, highlight tape, ruler, etc.) <br />Recorded material (books on tape, taped lectures with number coded index, etc.) <br />Voice output reminders for assignments, steps of task, etc. <br />Electronic organizers <br />Pagers and electronic reminders <br />Hand-held scanners <br />Software for concept development/manipulation of objects <br />Software for outlining and organization of ideas <br />AT for Students with ADHD<br />
  24. 24. Pen and paper for communication with others<br />Portable word processors for communication with others<br />FM Trainers<br />TDD/TTY for phone access with or without relay<br />Signaling device (e.g. flashing light or vibrating pager)<br />Closed Captioning<br />Real Time captioning<br />Computer aided note taking<br />Screen flash for alert signals on computer<br />Phone amplifier<br />Personal amplification system/Hearing aid<br />FM or Loop system<br />Infrared system<br />AT for Students with Auditory Disability<br />
  25. 25. Regular pencil/pen <br />Pencil/pen with adaptive grip <br />Adapted paper (e.g. raised line, highlighted lines) <br />Slantboard<br />Use of prewritten words/phrases <br />Templates <br />Portable word processor to keyboard instead of write <br />Computer with word processing software <br />Portable scanner with word processing software <br />Voice recognition software to word process<br />AT for Students with Learning Disabilities (Writing)<br />
  26. 26. Standard text at a lower reading level <br />Predictable books <br />Changes in text size, spacing, color, background color <br />Book adapted for page turning (e.g. page fluffers, 3-ring binder) <br />Use of pictures or symbols (rebus) with text <br />Talking electronic dictionary or computer software to pronounce challenging words <br />Single word scanners <br />Scanner with Optical Character Reading software (OCR)and talking word processor <br />Electronic books <br />AT for Students with Learning Disabilities (Reading)<br />
  27. 27. Autism Society<br />http://www.autism-society.org/<br />KidsHealth<br />http://kidshealth.org/parent/positive/learning/iep.html#<br />Education.com<br />http://www.education.com/reference/article/mainstreaming-inclusion/<br />Wikipedia<br />http://en.wikipedia.org/wiki/Assistive_technology<br />ATTO<br />http://atto.buffalo.edu/registered/ATBasics.php<br />ATSTAR<br />http://www.atstar.org/atinfo/disabinfo.htm<br />Combs School District<br />http://www.jocombs.org/filestore/AssistiveTechnology.pdf<br />Resources<br />

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