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Assistive Technology WebQuest
 

Assistive Technology WebQuest

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    Assistive Technology WebQuest Assistive Technology WebQuest Presentation Transcript

    • Meeting the Educational Needs of Diverse Learners
      By: Felicia Hardin Lewis
      ASSISTIVE TECHNOLOGY & DIVERSE LEARNERS
    • Greetings, colleagues! My name is Felicia Hardin Lewis, and I am a proud third grade teacher here at Bancroft Elementary .
      This year, I have an amazing group of students. Among them are several diverse learners, including three students who have been diagnosed with ADHD, one with an auditory disability, and a number who possess mild learning disabilities. Diverse learners are more commonly referred to as having “special needs.”
      As such, my challenge/opportunity has been to seek out the most effective resources that will equip and empower me to best meet the needs of all my students in the most equitable way. This is a challenge we should each take on.
      Introduction
    • Next, it is important to understand “Special Needs” in the context of an educational setting.
      The term Special Needs is a short form of Special Education Needs and is a way to refer to students with disabilities.
      The term Special Needs in the education setting comes into play whenever a child's education program is officially altered from what would normally be provided to students through an Individualized Education Plan (IEP).
      An IEP is designed to meet the unique educational needs of one child, who may have a disability, as defined by federal regulations, and is intended to help children reach educational goals more easily than they otherwise would.
      Special Needs in Education
    • As educators, we are continuously encountering challenges in the quest of teaching. If you have not already, you will at some point have the opportunity to work with students who have special needs.
      Students with learning disabilities have different learning styles and rates, strengths and weaknesses. The Individuals with Disabilities Education Act (IDEA) requires that an Individualized Education Program (IEP) be developed for each child with a disability so that these individual differences can be addressed.
      Working with diverse learners has its own separate and distinct set of challenges. As such, it is imperative that we equip ourselves with the knowledge and tools that facilitate effective teaching and optimum learning. Assistive technology is one such tool.
      Working With Students With Special Needs
    • The Tech Act and the IDEA define an AT device as any item, piece of equipment, or product system (whether acquired off the shelf, modified, or customized) that is used to increase, maintain, or improve the functional capabilities of a child with a disability. AT devices may be categorized as no technology, low technology, or high technology (LD Online, 2001).
      It is important to understand that it is not the device itself that makes it assistive technology, but how it is used to support individuals.
      "No-technology" or "no-tech" refers to any assistive device that is not electronic.
      Assistive Technology for Diverse Learners
    • In my own class, have employed assistive technology with my diverse learners. Here are a few examples:
      Students with mild disabilities
      Grammar and spell-checkers
      Calculator
      PDA
      Students with auditory disabilities
      Hearing Aid
      Inductive Loop System
      FM System
      Students with ADHD
      PDA
      Tape-recorder
      Laptop
      Assistive Technology for Diverse Learners (cont.)
    • As you would imagine, I also have employed resources and tools that do not require technology to assist my diverse learners. A few no-tech examples of this include:
      Students with mild disabilities
      Flow-charting
      Teacher-provided outlines of key points/notes
      Dictionary/thesaurus
      Students with auditory disabilities
      Note taker
      Up-front seating
      Sign language interpreter
      Students with ADHD
      Note-taking
      Tutor
      Organization
      Assistive Technology for Diverse Learners (cont.)
    • Resources for Students with Disabilities
      Disability.gov
      https://www.disability.gov
      National Center for Learning Disabilities
      http://www.ncld.org/Disability.gov
      AdditionalTools and Resources (cont.)
    • Extended time for completion of assignments or tests
      Additional time for reading assignments
      Time for repeated review or drill
      Small groups
      Reduction of paper/pencil tasks
      Shortened assignments
      Assignment notebooks
      Study sheets/summary sheets/outlines of most important facts
      Supplemental aids (vocabulary, multiplication cards, etc.)
      Visual demonstrations
      Presentation of material in small steps
      Read or paraphrase subject matter
      Instructions/directions given in different channels (written, spoken, demonstration)
      Visual or multisensory materials
      Functional level materials
      Mnemonic aids/devices
      Overhead/outline for desk use
      Taped textbooks
      Highlighted textbooks
      Large print material
      Word processor/spell checker; calculator
      Assistance with note taking
      Taped lectures
      Self-testing
      Grade only on completed class work
      Credit for class participation, effort and attendance
      Additional time for test preparation
      Review/testing matched to student pace
      Test directions read/explained thoroughly
      Fewer repetitive test items
      Test format allowing more space
      Oral, short-answer, modified tests
      Manuscript writing rather than cursive
      One-to-one contact for at least 10-20 minutes daily
      Tutoring assistance (peer, pal, teacher, etc.)
      Assistance with organization and planning of class work and/or homework
      Emphasis on successes
      Seating to reduce distractions
      Frequent breaks
      Clearly defined limits
      Cooling-off period
      Behavior check cards
      Concrete, positive reinforcers
      Classroom Modifications and Accommodations For Students With Learning Disabilities This list of classroom modifications and accommodations may be considered when developing the IEP:
    • Summative assessments
      Assessments used to evaluate learning after presenting a lesson, unit, or course
      Formative assessments
      Strategies teachers incorporate during instruction to monitor student progress toward mastering learning goals
      Universal design for learning (UDL)
      Approach to instruction in which teachers remove barriers to learning by providing flexibility in materials, methods, and assessments
      Recognition networks
      The neural network in the brain that helps to identify patterns
      Strategic networks
      The neural network that controls processes for planning, execution, and monitoring your actions
      Affective networks
      Process “the why” of learning that relates to feelings and emotions, and which influences motivation for and engagement with a particular goal, method, medium, or assessment
      Key Phrases to Remember
    • Imagine Learning
      http://www.imaginelearning.com/StudentsWithDisabilities.aspx
      • The Learning Disabilities Association of Texas
      • http://www.ldat.org/ld_info/accommodations.html
      Guidelines to choosing Assistive Technology
      http://www.ldonline.org/article/8088 
      Overview of Assistive Technology
      http://uts.cc.utexas.edu/~wilbur/access/assistive.html 
      Assistive Technology for Mild Disabilities
      http://www.ericdigests.org/2003-1/assistive.htm
      Examples of Products
      http://www.synapseadaptive.com/edmark/prod/tw/default.htm 
      Assistive Listening Devices
      http://www.asha.org/public/hearing/treatment/assist_tech.htm
      References