Individual students, individual needs


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Individual students, individual needs

  1. 1. Individual Students, Individual Needs<br />Meeting the needs of students with disabilities<br />
  2. 2. Teaching Students with Special Needs<br />Students with disabilities typically need special accommodations in order to succeed in the general classroom. In order to ensure that these students’ needs are being met, general education teachers must collaborate with special education teachers and parents to create support strategies to benefit these students.<br />
  3. 3. How can we meet the needs of these students?<br />In this PowerPoint, I have presented several resources and instructional practices to meet the needs of students with Attention Deficit Hyperactivity Disorder(ADHD), auditory disabilities, and mild learning disabilities.<br />
  4. 4. Let’s Begin with Some Terms<br />Attention Deficit Hyperactivity Disorder (ADHD)- one of the most common neurobehavioral disorders of childhood that causes inattentiveness, over-activity, impulsivity, or a combination of the three<br />Individualized Education Programs (IEP)- a program that provides special services for children with difficulty learning and functioning<br />
  5. 5. Inclusion- an approach in which students with special needs spend the majority of their time in the general education classroom with students without special needs<br />Least Restrictive Environment- provides students with disabilities with the opportunity to be educated with non-disabled peers, to the greatest extent appropriate.<br />Assistive Technology (AT)- technology that promotes independence through the use of assistive, adaptive, and rehabilitative devices<br />
  6. 6. Six Steps to finding AT Solutions<br />Step 1: Collect child and family information. What are the child’s strengths , abilities, and needs?<br />Step 2: Identify activities for participation. What activities is the child involved in?<br />
  7. 7. Step 3: Make observations that indicate the intervention’s success. What is his/her current level of participation and what observable behaviors will reflect an increase in independent interactions?<br />Step 4: Brainstorm AT solutions. Do the child’s needs include supports for movement, communication, and/or use of materials?<br />
  8. 8. Step 5: Try it out. When will the AT intervention begin?<br />Step 6: Identify what worked. What should be done differently?<br />
  9. 9. AT Support for Students with ADHD<br />Invisible Clock<br /> - A device worn on the belt that can be set to give students a specific amount of time to work on an assignment<br />Electronic Math Worksheets<br />- software programs that can help students organize, align, and work through math problems on a computer screen<br />
  10. 10. Portable Word Processors<br /> - A transportable device that allows students with difficulty writing by hand to use a keyboard<br />Audio Books<br /> - A recording of a text being read<br />Talking Calculators<br /> - calculators providing instant audi0 and visual feedback<br />
  11. 11. Non-Technology Support for Students with ADHD<br />Seat away from doors<br />Avoid clutter<br />Provide checklists<br />Use graphic organizers<br />Break work into chunks<br />Use acronyms<br />Act out stories<br />Use manipulatives<br />
  12. 12. AT Support for Students with Auditory Disability<br />Hearing Assistive Technology Systems (HATS)<br />- Provide students with the option of transmitting sounds directly to their hearing aids<br /><ul><li>FM/Infrared Systems: receiver transmits sounds from transmitter microphones to hearing aid
  13. 13. One-to-One Communication: one person speaks into microphone, which amplifies and delivers sound to hearing aid</li></li></ul><li>Non-Technology Support for Students with Auditory Disability<br />Write important directions on board<br />Use a wide range of visual aids<br />Provide outlines of lessons/activities in advance<br />Provide preferential seating<br />
  14. 14. Students with Mild Learning Disabilities<br />AT Support<br />Word processing- makes writing legible and provides spelling and grammar checker, use of tables and charts to organize information, and opportunities for outlining<br />Audio books<br />Non-Technology Support<br />Graphic Organizers<br />Picture symbols to illustrate key points<br />Outlines<br />Read alouds<br />
  15. 15. References<br />Assistive technology. (n.d). Retrieved from wikipedia:<br /><br />Behrmann, M. (1995). Assistive technology for students with mild disabilities. Eric Digest(529). Retrieved from<br /><br />Behrmann, M., & Jerome, M.K. (2006). Assistive technology for students with mild disabilties. Council for exceptional children (CEC), Division of learning disabilties (DLD). Retrieved from<br />Behrmann, M., & Jerome, M.K. (Jauary 2002). Assistive technology for students with mild disabilities. Eric Digest. Retrieved from<br />
  16. 16. Georgia Department of Education. (2005). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modifications, and assistive technology solutions. Retrieved from <br /><br />Hearing assistive technology. (1997). American speech-language-hearing association. Retrieved from<br />Help for young learners: How to choose AT. (2006). National Center for Technology Innovation and Center for Implementing Technology in Education. LD Online. Retrieved from<br />Kids Health. (1995). Individualized education programs. Nemours foundation. Retrieved from<br /> <br />