Working with special needs students
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Working with special needs students Presentation Transcript

  • 1. Working with Special Needs Students
    By: Marshell Keaton
  • 2. Introduction
    Teaching special needs students can be a difficult process, that
    requires a lot of hard work and understanding. Special needs
    students include children with learning disabilities, attention
    deficits, developmental delays, behavioral problems, or other distinctive
    disorders. One reason why educating special needs students is often so
    complex is because there are many different issues involved including
    Federal laws such as the IDEA, No Child Left Behind (NCLB), and
    Section 504 of the Rehabilitations Act of 1973. It is important to
    understand these laws while educating special needs students
    because the laws can affect classroom management and
    require for inclusion and instruction to take place in the least restrictive
    environment (LRE).
  • 3. Introduction Cont.
    There are many technologies and strategies that can be used to
    effectively educate special needs students, and it is important for
    teachers to study and develop the best methods to reach their
    students’ individual needs. Some experts suggest that alternative
    teaching methods, accommodations, and assistive technologies be
    used to improve students’ weaknesses. After reviewing a student's
    disability, it is up to the educator to customize an individual
    educational plan (IEP) that will reach each student effectively using
    these technologies and strategies.
  • 4. Key Terms
    IDEA-Individuals with Disabilities Education Act is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities.
    No Child Left Behind (NCLB)- act of Congress that promotes standards-based education.
    Section 504 of the Rehabilitations Act of 1973 -federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education
    Inclusion-a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.
    Least Restrictive Environment (LRE)-area where disabled students have a right to be educated with non-disabled peers, to the greatest extent appropriate.
    Assistive Technology- technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible.
    Individualized Education Plan (IEP)- the legal document that defines a child's special education program.
  • 5. Guidelines to choosing Assistive Technologies and Strategies
    It is important to examine the interests, abilities and needs of a child and the
    area where support is needed, so that assistive technology solutions can be
    planned and implemented effectively. The following six steps will assist you in
    choosing the appropriate technology based on your students’ specific needs.
    Steps are explained more in depth at http://www.ldonline.org/article/8088.
    Step 1: Collect child and family information.
    Step 2: Identify daily activities that student participates in.
    Step 3: List observations that can be used to indicate whether or not the intervention is successful.
    Step 4: Brainstorm assistive technology solutions and alternative teaching strategies.
    Step 5: Determine when the assistive technology intervention or strategy will begin and create an observation plan to record how the child participates with the technology or new teaching method.
    Step 6: Identify what worked
  • 6. Types of Assistive Technologies
    The Touch Window-ideal for students who have trouble using the computer’s mouse. Effective with preschoolers, early learners, and students with developmental or physical disabilities.
    FM systems & Induction loop systems- assistive listening devices
    The invisible clock- used with ADHD students that have trouble with time management.
    Portable word processors, audio books and speech recognition programs- can be used with students diagnosed with ADHD and mild reading and writing disabilities.
  • 7. Non-Technological Instructional Practices
    For students who are deaf or hard of hearing:
    1. Circular seating arrangements so students can see all class participants
    2. Repeat comments and questions, acknowledging the students who made them
    3. Provide written transcripts of audio material
  • 8. Non-Technological Instructional Practices Cont.
    For students with mild learning disabilities including reading and writing:
    1. Instruction should be presented in both written and oral formats
    2. Allow students to record class
    3. Clearly define course requirements, the dates of exams, and assignment due dates
    4. Provide handouts and visual aids
    5. Use more than one way to demonstrate or explain information
  • 9. Non-Technological Instructional Practices Cont.
    For students with mild learning disabilities including reading and writing:
    6. Have copies of course reading list ready in advance, so that taped textbooks can be ordered for students with mild learning disabilities including reading and writing.
    7. Break information into small steps
    8. Allow time for clarification of directions
    9. Provide assistance with proofreading written work
    10. Computer access for essay exams
    11. Reduce distractions during exams.
  • 10. Non-Technological Instructional Practices Cont.
    For students with ADHD:
    1.Provide an advanced organizer.
    2. Set learning and behavioral expectations.
    3. State needed materials.
    4. Simplify instructions, choices, and scheduling.
    5. Support the student's participation in the classroom.
    6. Use audiovisual materials.
    7. Check student performance.
    8. Ask probing questions.
    9. Perform ongoing student evaluation.
    10. Help students correct their own mistakes.
  • 11. Non-Technological Instructional Practices Cont.
    For students with ADHD:
    10. Help students correct their own mistakes.
    11. Help students focus.
    12. Provide follow-up directions.
    13. Lower noise level.
    14. Divide work into smaller units.
    15. Highlight key points.
    16. Eliminate or reduce frequency of timed tests.
    17. Use cooperative learning strategies.
    18. Check assignments.
  • 12. References
    Assistive Listening Devices
    http://www.asha.org/public/hearing/treatment/assist_tech.htm
    ADHD and Assistive Technology
    http://www.brighthub.com/education/special/articles/74108.aspx
    ADD / ADHD and School: Helping Children with ADHD Succeed at School
    http://helpguide.org/mental/adhd_add_teaching_strategies.htm
    Guidelines to choosing Assistive Technology
    http://www.ldonline.org/article/8088
     Special Education
    http://en.wikipedia.org/wiki/Special_education
    Successful Strategies for Teaching Students with Learning Disabilities
    http://www.ldanatl.org/aboutld/teachers/understanding/strategies.asp
    Strategies for Teaching Students with Hearing Impairments
    http://www.as.wvu.edu/~scidis/hearing.html
    Touch Window
    http://www.synapseadaptive.com/edmark/prod/tw/default.htm
    Teaching Students with Special Needs
    http://www.teachervision.fen.com/special-education/new-teacher/48460.html