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Assistive Technology Webquest
 

Assistive Technology Webquest

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    Assistive Technology Webquest Assistive Technology Webquest Presentation Transcript

    • Working with Students with Special Needs Chay Vasser
    • Special needs students will enter your classroom at some point, and you will be responsible for teaching them. Why?
      • Brown vs. Board of Education 1954 :
      • No group of people can be arbitrarily discriminated against.
      • IDEA – Individuals with Disabilities Education Improvement Act:
      • Free appropriate public education (FAPE) -
      • students have a right to a public school education, which should be of no charge to the parents
      • Least restrictive environment (LRE) -
      • students should be taught in the environment that is as similar to that of their non-disabled peers that still allows them to be successful with the help of proper supports
      • IDEA – Individuals with Disabilities Education Improvement Act:
      • Individualized Education Program (IEP)-
      • an individualized plan that directs and monitors each student’s instruction and learning through goals/objectives and also lists needed services specific to the student’s needs
      • Zero reject – child find-
      • students cannot be denied an education, and children with disabilities should be located so that they may receive any needed assistance
      • NCLB – No Child Left Behind Act:
      • All students must participate in all assessments provided by the school district.
      • Students with disabilities should have supports provided when needed.
      • All students must make adequate yearly progress (AYP) as determined by state and national assessments.
    • Inclusion
      • NCLB and IDEA both promote inclusion.
      • 2 types:
      • Full inclusion – all classes are general ed. classes
      • Partial inclusion – student attends both general ed. and special ed. classes
      • Inclusion is based on the belief that students with disabilities should be fully integrated – physically, socially, and instructionally – to receive the best educational experience. (Simply sharing the same classroom space
      • with peers isn’t deemed inclusion.)
      • It is suggested that all students perform better academically and socially when inclusion occurs.
    • Who are these students?
      • The scope of special needs students is large, divided into 14 categories by IDEA:
      • -Autism -Deaf-blindness
      • -Deafness -Developmental Delay
      • -Emotional Disturbance -Hearing Impairment
      • -Intellectual Disability -Multiple Disabilities
      • -Orthopedic Impairment -Other Health Impairment
      • -Specific Learning Disability
      • -Traumatic Brain Injury
      • -Speech or Language Impairment
      • -Visual Impairment Including Blindness
    • Supporting Special Needs
      • These students often need supports in order to be successful in your classroom. This is frequently done through modifications and accommodations.
      • Modifications are changes made in the curriculum, involving a change in expectations or in the material/what is taught, because the student isn’t able to comprehend what is taught or do what is expected for other students.
    • Supporting Special Needs
      • Accommodations are less-significant changes applied to the environment, the format of the curriculum, or the type of equipment used to complete a task, which allow students to overcome their disabilities.
      • The most common areas of accommodations and modifications are changes in setting, instruction, materials, student response, and/or scheduling.
    • Supporting Special Needs
      • Many supports are though assistive technology (AT) which aides students’ independence and allows them to perform tasks better or more efficiently than previously.
      • AT ranges from simplistic to sophisticated and has three categories:
      • no technology: non-electronic
      • low technology: electronic, but not “highly sophisticated”
      • high technology: electronic, complex, multifunctional, often involving a computer and software
    • Examples of AT/accommodations/ services and supports:
      • Pencil grips
      • Large print text
      • Sign language
      • Copy of notes/ presentations
      • Flow charts &
      • graphic organizers
      • Magnifiers
      • Braille
      • Tactile maps &
      • letters
      • Closed captioning
      • Spell/grammar checkers
      • E-book readers
      • Audio recordings of texts
      • Audio amplification systems
      • Screen readers
      • Portable word processors
      • Talking dictionaries
      • Touch screens
      • Customized computers
      • Speech recognition software
    • Examples of AT/accommodations/ services and supports:
      • Keyboards with larger keys, larger letters, colored keys, fewer keys, etc.
      • Alternate/non-QWERTY keyboard
      • Joystick instead of mouse
      • Eye tracker/head tracker instead of mouse
      • Altered/adapted desk or chair (e.g., adjustable, raised, inclined)
    • Remember, you’re not alone!
      • Use your resources! Collaborate with colleagues – general ed teachers with experience, special ed teachers, counselors, etc. – study students’ IEPs, learn individual student strengths and needs, discuss with parents, and print and online resources.
    • Resources:
      • http:// en.wikipedia.org/wiki/Inclusion_(education )
      • http://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Act
      • http://idea.ed.gov/explore/home
      • http://kidshealth.org/parent/positive/learning/iep.html
      • http://nichcy.org/disability/categories#ohi
      • http://nichcy.org/schoolage/accommodations
      • http://uts.cc.utexas.edu/~wilbur/access/assistive.html
      • http://www.abledata.com/abledata.cfm?pageid=19327&top=11436&deep=2&trail=22&ksectionid=19327
      • http://www.asha.org/public/hearing/Hearing-Assistive-Technology-for-Children/
      • http://www.ericdigests.org/2003-1/assistive.htm
      • http://www.sedl.org/change/issues/issues43.html
      • http://www.synapseadaptive.com/edmark/prod/tw/default.htm
      • http://www.washington.edu/doit/Stem/articles?83