Working with Students with Special Needs
Assistive Technology and Instructional Practices for Special Needs
Students
Prese...
Students with special needs
A student with special needs is a student who has a hard time learning and/or
functioning in t...
Who I work with?
 In my math classes, I have three students that have been diagnosed with

ADHD, one with an auditory dis...
How can the students be helped?
 There are several different assistive technologies (“any item, piece of

equipment, or p...
Students with ADHD
Assistive Technology for Mathematics
 Electronic math worksheet software

 Talking calculators

These...
Students with ADHD
Instructional Practices for Mathematics
 “Magic minute” drills

Students perform fast (One minute) dri...
Students with Auditory Disabilities
Assistive Technology for Mathematics
 Sign language for the classroom

 Speech to Te...
Students with Auditory Disabilities
Instructional Practices for Mathematics
 Use Hands-on Materials to Improve

• Provide...
Students with Mild Learning Disabilities
Weakness of Reading and Writing
Assistive Technology and Instructional Practices
...
Students with Mild Learning Disabilities
Weakness of Reading and Writing
Assistive Technology and Instructional Practices
...
Students with Mild Learning Disabilities
Weakness of Reading and Writing
Assistive Technology and Instructional Practices
...
Conclusion
 This brief overview only scratches the surface of all of the assistive

technology and instructional practice...
Thank you for your attention.
Good luck in your quest to serve your students by selecting instructional practices and assi...
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Assistive Technology EG

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Assistive Technology EG

  1. 1. Working with Students with Special Needs Assistive Technology and Instructional Practices for Special Needs Students Presented By: E. Goode
  2. 2. Students with special needs A student with special needs is a student who has a hard time learning and/or functioning in the classroom environment due to some type of disability or disorder such as:          learning disabilities attention deficit hyperactivity disorder (ADHD) emotional disorders cognitive challenges autism hearing impairment visual impairment speech or language impairment developmental delay Source: KidsHealth from Nemours Individualized Education Programs (IEPs) http://kidshealth.org/parent/positive/learning/iep.html
  3. 3. Who I work with?  In my math classes, I have three students that have been diagnosed with ADHD, one with an auditory disability who requires a special device in order to hear. I also have a few students that have mild learning disabilities that impact all of their academic areas but especially in reading and writing.
  4. 4. How can the students be helped?  There are several different assistive technologies (“any item, piece of equipment, or product system used to increase, maintain, or improve functional capabilities of individuals with disabilities” (Cennamo, Ross, Ertmer, 2010) and instructional practices that are helpful for these students. I will discuss some of the different resources available for the students.
  5. 5. Students with ADHD Assistive Technology for Mathematics  Electronic math worksheet software  Talking calculators These software packages allow students to organize their work and complete their problems on a computer. The information on the screen can be read aloud for the students. These calculators actually speak the numbers, operation, and/or symbol that the student presses and the answer. Resource: MathTalk.com http://www.youtube.com/watch?feature=player_embedded &v=_Y4nydxCVyw Source: http://www.additudemag.com/adhd/article/6585.html
  6. 6. Students with ADHD Instructional Practices for Mathematics  “Magic minute” drills Students perform fast (One minute) drill every day to practice their basic math facts. It is also important that the students track their performance from day to day.  Real-life examples of word problems Students can create their own word problems that will provide practice on specific math skills. Students may be link the problems to their real life. • Guiding questions for word problems Students with ADHD need to be asked guiding questions when solving some word problems. Some of those questions are:  What is the question asked in the problem?  What information do you need to figure out the answer?  What operation should you use to compute the answer? Source: http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf
  7. 7. Students with Auditory Disabilities Assistive Technology for Mathematics  Sign language for the classroom  Speech to Text Software Some students need information to be signed to them. There are special signs that are needed for mathematics for students and technologies that help educators with that accommodation. There is technology that allows teacher speech to be translated into text for students with auditory disabilities. Resource: http://www.needsoutreach.org/ Resource: http://icommunicator.com/productinfo /index.html Source: http://thejournal.com/Articles/2008/06/26/Students-with-Disabilities-Software-and-Learning-Support-for-MathPart-2.aspx?Page=4
  8. 8. Students with Auditory Disabilities Instructional Practices for Mathematics  Use Hands-on Materials to Improve • Provide Step-by-Step Models of The use of manipulatives that the students are familiar with allows them to practice basic skills. Students can use flash cards or online software to practice concepts repetitively. Students with auditory disabilities can benefit from having problems broken down with clear and precise step-bystep models that allow students to understand the methods. Students Math Comprehension Problem Solving Source: http://learningdisabilities.about.com/od/instructionalmaterials/tp/langprocessing.htm
  9. 9. Students with Mild Learning Disabilities Weakness of Reading and Writing Assistive Technology and Instructional Practices  Graphic Organizers & Outlining Programs Example: Inspiration Software http://www.inspiration.com/Inspiration In order to help students with their writing skills, graphic organizers and outlining helps students to organize and outline their information. Students are able to place their information and the program helps them to organize and structure the information. Source: http://www.greatschools.org/special-education/assistive-technology/702-assistive-technology-for-kids-with-learning-disabilities-an-overview.gs
  10. 10. Students with Mild Learning Disabilities Weakness of Reading and Writing Assistive Technology and Instructional Practices  Audible Text For help with reading, audible text (printed text in an auditory form) allows students to read along with the auditory form. Source: http://www.daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2005v40_Journals/ETDD_200509v40n3p320331_Assistive_Technology_Students_With_Mild_Disabilities_Whats_Cool.pdf
  11. 11. Students with Mild Learning Disabilities Weakness of Reading and Writing Assistive Technology and Instructional Practices  Note taking Example Students that have difficulties with reading comprehension and writing would probably benefit from a note taking guide in which students fill in some of the information. Teachers create the guides, print, and give them to the students prior to the lesson being taught. Source: https://www.teachervision.com/assistive-technology/teaching-methods/3791.html
  12. 12. Conclusion  This brief overview only scratches the surface of all of the assistive technology and instructional practices that are available for students with special needs. It is important that supports are chosen for each student based on their individual needs.
  13. 13. Thank you for your attention. Good luck in your quest to serve your students by selecting instructional practices and assistive technology that suits their individual needs.

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