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Assistive technology

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  • 1. R O B W E I S E L G E O R G I A S O U T H E R N U N I V E R S I T Y F A L L 2 0 1 3 I T E C 7 5 3 0 Assistive Technology: Uses for Working with Special Needs Students
  • 2. Common Types of Special Needs  ADHD (Attention Deficit, Hyperactivity Disorder)  Attention problems, hyperactivity, and impulsive behavior  Dyslexia  LD characterized by impaired reading cognition  Auditory Disabilities  Can range from deafness to auditory processing disabilities  Disorders along the Autism spectrum  Range from mild to severe, characterized by social awkwardness, communication issues, or repetitive behavior
  • 3. Assistive Technology  What is it?  Any item, device or program used to aid, increase or maintain the functioning and learning abilities of a child with disabilities.  Who determines what technology is used?  The child’s IEP team, consisting of the parents, teachers (classroom and special education), and other school staff, like school psychologist, counselor, or specific therapist.
  • 4. Dyslexia Classroom Tools  Record instructions or lectures for playback later  Livescribe smartpen records lectures for review later  Reading rulers and colored overlays  Helps block out unnecessary stimuli and information when reading  Provide lecture/slideshow printouts  Helps students with difficulty taking notes follow along with information  Allow students to type notes with predictive text word processors  Eases difficulty/stress over handwriting notes and spelling
  • 5. ADHD Classroom Tools  Location of seating  Centrally located away from distractions like windows and doors  Near positive role model students  Break up assignments into smaller segments  Avoids boredom/attention loss  Interactive lesson plans / classroom activities  Encourages student involvement  Provide extra time for test taking
  • 6. Other Accommodations  Word processors  Predictive text word processors aid in note taking  Screen magnifiers  For visual impairments  Speech to text software  Note-taking aid
  • 7. Conclusions  Assistive technology is not just for special education teachers / classrooms  It is important for teachers to identify and institute protocols to best support and enhance individual abilities and needs.  After identification of individual needs, assistive technology should level the playing field for students with learning disabilities in the classroom
  • 8. Resources  http://nichcy.org/  National Dissemination Center for Children with Disabilities  http://www.wrightslaw.com/  Special education advocacy  http://www.additudemag.com/topic/adhd-learning- disabilities/adhd-teachers.html  ADD/ADHD teacher resources  http://www.kidshealth.org/parent/positive/learning/iep.html  http://en.wikipedia.org/wiki/Assistive_technology  http://www.ldonline.org/article/8088  http://uts.cc.utexas.edu/~wilbur/access/assistive.html  http://www.ericdigests.org/2003-1/assistive.htm  http://www.asha.org/public/hearing/treatment/assist_tech.htm  http://www.gpat.org/Georgia-Project-for-Assistive- Technology/Pages/default.aspx