Module 6 Powerpoint


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This powerpoint presentation provides a basic overview of special education and examples of accommodations, modifications and AT devices used in Karen Lee's 3rd grade classroom.

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  • the power point presentation greatly help me with my lectures in my class. More power to karen Lee make life of teachers easy by providing access to your presentations. Thanks and God bless
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  • Module 6 Powerpoint

    1. 1. Working with Special Needs Students “Everyone is Differently Abled” A song by Danny Deardorff
    2. 2. ADD !! English Language Learners ! Autism !! ! Gifted! ! ADHD WE all have different ways of learning, but some of us are more challenged than others......physically, emotionally, cognitively.
    3. 3. Simply speaking, special needs students are those students who require accommodations, modifications, and/or assistive technology devices in the teaching and learning process in order to be successful. How?
    4. 4. The Individualized Education Plan Students with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools, free of charge to families. Students who have difficulty learning and functioning and have been identified as a special needs student is a candidate for an Individualized Education Plan or an IEP.
    5. 5. An IEP may identify support services which allow students to be taught in a special way. The services and goals outlined in an IEP can be provided in a standard school environment like the regular classroom or in a special resource room. The resource room can serve a group of students with similar needs who are brought together for help.
    6. 6. Students who need intense intervention may be taught in a special school environment. These classes have fewer students per teacher which allows more time for individualized attention. The teacher usually has specific training. The students spend most of their day in a special classroom and join the regular classes for nonacademic activities or in academic activities in which they don’t need extra help.
    7. 7. Students who need intense intervention may be taught in a special environment with fewer students per teacher, allowing for more individualized attention. The teacher usually has specific training. The students spend most of their day in a special classroom and join the regular classes for nonacademic activities or in academic activities in which they don’t need extra help.
    8. 8. Because the goal of the Individuals with Disabilities Education Act (IDEA 2004) is to ensure that each child is educated in the least restrictive environment possible, effort is made to help students in a regular classroom.
    9. 9. Inclusion considers that all students are full members of the school community and are entitled to the opportunities and responsibilities that are available to all students in the school. In an inclusive school setting, special needs students are provided specially designed instruction in their least restrictive environment.
    10. 10. When special needs students are being served in a regular education classroom, it is often the responsibility of the regular education teacher to make the necessary accommodations, modifications, and/or assistive technology devices to ensure success for these students. It is the purpose of this presentation to provide you with examples of how instruction is differentiated for the special needs students in Ms. Lee’s 3rd grade class.
    11. 11. The following special needs students are enrolled in Mrs. Lee’s class: 1. Three students diagnosed as ADHD. 2. One student with an auditory disability. 3. Several students with mild learning disabilities.
    12. 12. When serving special needs students in a regular education setting, the regular education teacher must become familiar with the specific needs of the students and identify resources and instructional practices to meet those needs. The Technology-Related Assistance for Individuals with Disabilities Act of 1988 was designed to enhance the availability and quality of assistive technology (AT) devices and services to all individuals and their families throughout the United States.
    13. 13. The Tech Act defines AT devices 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 functional capabilities of individuals with disabilities. AT devices may be categorized as high technology and low technology. Ms. Lee uses AT devices to aide the special education students in her classroom.
    14. 14. Let’s discuss how Ms. Lee meets the needs of her special education students using accommodations, modifications, and AT devices. First, we’ll describe the students’ disabilities. Students with Attention Deficit Hyperactivity Disorder (ADHD) are characterized by a persistent pattern of inattention and/or hyperactivity.
    15. 15. All of Ms. Lee’s third grade students with ADHD have benefited from the following modifications: * moving the desk to the front of the classroom * breaking assignments into smaller, more manageable parts * limiting lectures to short segments * allowing the students to get up and move before, during and/or after a lesson is taught
    16. 16. Auditory Disabilitity Students who are deaf or who have hearing loss are at a great educational disadvantage. Ms. Lee’s students who have an auditory disability are assisted using the following accommodations, modifications or AT devices: * Preferential seating to enhance access to auditory information * Use of picture symbol using Boardmaker and Writing with Symbols (Mayer Johnson) to illustrate key points. * Use of written language to supplement spoken language. * Use of personal amplification device to amplify speaker’s voice. * Manual sign language or oral interpreter to interpret speaker’s messages. * Headphones * Envision (using video camera on computer to communicate
    17. 17. Learning disabled (LD) students are those who demonstrate a significant discrepancy (which is not the result of some other handicap) between academic achievement and intellectual abilities in one or more of the areas of oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, mathematics reasoning or spelling.
    18. 18. Ms. Lee has several students in her class with mild learning disabilities. The following accommodations or modifications have proven helpful: * Presenting tests and reading materials in an oral format. * Frequent progress checks to let them know how well they are progressing. * Immediate feedback so that they see quickly the relationship between what is taught and what was learned. * Concise and short activities whenever possible. * Using concrete objects and events - items they can touch, hear, smell, etc - whenever possible. * Using specific praising comments that link the activity with the recognition. * Repeating instructions or offering information in both written and verbal formats. * Using cooperative learning activities when possible. 18
    19. 19. Ms. Lee’s LD students have benefited from the following AT devices: * Word processing software for writing, grammar/ spellcheckers, dictionaries, and thesaurus programs * Voice synthesizer to read teacher’s notes * Videotaping class sessions for review of material * Calculators for math problems * Application program software for instructing through tutorials * CD-based books for reading
    20. 20. In conclusion, regular education teachers must meet the needs of all of their students. With the push to involve all students in the regular classroom, the dynamics of the classroom has changed. Regular education teachers will experience more success with their special education students when they take the time to explore and learn about their unique needs. By law, we must provide the accommodations, modifications and AT devices outlined in our special needs students’ IEP. This presentation was meant to provide a basic overview of special education and to share the accommodations, modifications and AT devices that have been successful in Ms. Lee’s classroom. Hopefully, the audience will use this information and build on this knowledge to be more successful with the special needs students in their own classrooms. Take a look at the resources on the last slide and explore them in more depth to expand on your knowledge.
    21. 21. References Assistive Listening Devices assist_tech.htm Assistive-Technology: Enabling Dreams dreams-video Assistive Technology for Mild Disabilities Assistive Technology for Students with Mild Disabilities teaching-methods/3791.html Assistive technology in the classroom for ADHD students Education-Examiner~y2009m
    22. 22. Examples of Products default.htm Georgia Project for Assistive Technology Guidelines to choosing Assistive Technology Inclusive Learning Environments for Students with Special Needs front_inclusion.htm Individualized Education Plans (IEPs)
    23. 23. Ramp Up to Access: Assistive Technology Students with Special Needs Trends in working with special needs students hunting/944685-1.html Wikipedia’s Definition of Assistive Technology
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