Assistive Technology WebQuest
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Assistive Technology WebQuest Presentation Transcript

  • 1. Meeting the Educational Needs of Diverse Learners
    By: Felicia Hardin Lewis
    ASSISTIVE TECHNOLOGY & DIVERSE LEARNERS
  • 2. 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
  • 3. 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
  • 4. 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
  • 5. 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
  • 6. 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.)
  • 7. 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.)
  • 8. 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.)
  • 9. 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:
  • 10. 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
  • 11. Imagine Learning
    http://www.imaginelearning.com/StudentsWithDisabilities.aspx
    • The Learning Disabilities Association of Texas
    • 12. 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