Assistive Technology Webquest


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Assistive Technology Webquest

  1. 1. Differentiation in the Classroom Susan Purmort
  2. 2. Differentiated Instruction <ul><li>Differentiated instruction is a philosophy of teaching that assumes all students learn in different ways. </li></ul><ul><li>Instruction is tailored to meet the unique needs and maximize the strengths of each learner in order to meet rigorous state standards. </li></ul><ul><li>Georgia Department of Education </li></ul>
  3. 3. Why Differentiate? <ul><li>Meet the individual needs of our students </li></ul><ul><li>Ensure best opportunity for learning for all students </li></ul><ul><li>Proactively plan so </li></ul><ul><li>that needs are </li></ul><ul><li>addressed before </li></ul><ul><li>the lesson occurs </li></ul>
  4. 4. Teaching Students with special needs: <ul><li>Inclusion : The Individuals with Disabilities Education Act of 2004 (IDEA) and its preceding legislation do not include the term &quot;inclusion,&quot; consequently; a legal definition has not been established. Inclusion in its broadest meaning, implies that students with disabilities are a part of the overall school community and should be included in all activities associated with the school. </li></ul><ul><li>Georgia Department of Education </li></ul>
  5. 5. Teaching Students with special needs continued: <ul><li>Least Restrictive Environment – Begins with support in the general education classroom. </li></ul><ul><li>Individual Education Plan (IEP) –Lists goals set for a child and any special support needed to achieve those goals. </li></ul><ul><li>Georgia Department of Education </li></ul>
  6. 6. Today we will focus on students who need assistance with : <ul><li>Learning Disabilities </li></ul><ul><li>ADD/ADHD </li></ul><ul><li>Gifted </li></ul>
  7. 7. Learning Disability <ul><li>A learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. </li></ul><ul><li>Georgia Department of Education </li></ul><ul><li>A learning disability results from a difference in the way a person's brain is &quot;wired.&quot; </li></ul><ul><li>Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways. </li></ul><ul><li>LD online </li></ul>
  8. 8. Common Types Learning Disabilities Dyslexia Difficulty processing language Problems reading, writing, spelling, speaking Dyscalculia Difficulty with math Problems doing math problems, understanding time, using money Dysgraphia  Difficulty with writing Problems with handwriting, spelling, organizing ideas Dyspraxia (Sensory Integration Disorder) Difficulty with fine motor skills Problems with hand–eye coordination, balance, manual dexterity Auditory Processing Disorder Difficulty hearing differences between sounds Problems with reading, comprehension, language Visual Processing Disorder Difficulty interpreting visual information Problems with reading, math, maps, charts, symbols, pictures
  9. 9. Strategies for Teaching in: <ul><li>Presentation </li></ul><ul><li>Reading </li></ul><ul><li>Testing </li></ul>First and foremost be patient, not all strategies work for every student.
  10. 10. Strategies for Teaching using Presentation <ul><li>Use the projector to show the outline of a unit/lesson or day. </li></ul><ul><li>Provide photocopies of notes </li></ul><ul><li>Verbalize anything written on the board </li></ul><ul><li>Give assignment both in written and oral format </li></ul><ul><li>Record complex lessons for students to review at a later date </li></ul><ul><li>Provide and teach memory associations (mnemonic devices) </li></ul><ul><li>Use props and examples </li></ul>
  11. 11. Strategies for Teaching Reading <ul><li>Find alternate materials at a lower reading level </li></ul><ul><li>Read material aloud (Have the computer read the book to the student) </li></ul><ul><li>Preview, review and summarize </li></ul><ul><li>Break up long sentences </li></ul><ul><li>Use highly visual materials </li></ul>
  12. 12. Strategies for Testing <ul><li>Clearly separate items on an exam </li></ul><ul><li>Consider other forms of testing (hands-on, oral, etc) </li></ul><ul><li>Read the test aloud </li></ul><ul><li>Allow extended time </li></ul><ul><li>Allow the use of tools (calculator, dictionary, computer, etc) </li></ul><ul><li>Allow students to record answers instead of writing </li></ul>
  13. 13. Gifted <ul><li>A gifted student demonstrates a high degree of intellectual and/or creative abilities. </li></ul><ul><li>A gifted student exhibits an exceptionally high degree of motivation. </li></ul><ul><li>A gifted student excels in specific academic fields and needs special instruction or special ancillary services to achieve at levels commensurate with his or her abilities. </li></ul><ul><li>Georgia Department of Education </li></ul>
  14. 14. General Characteristics of Gifted Students <ul><li>Ability to learn quickly </li></ul><ul><li>Ability to multi-task </li></ul><ul><li>Often driven </li></ul><ul><li>Often self-directed </li></ul><ul><li>Perfectionist </li></ul><ul><li>Think abstractly </li></ul><ul><li>Need constant mental stimulation </li></ul><ul><li>Not always an “A” student </li></ul>
  15. 15. Famous Gifted Who Were Overlooked <ul><li>Albert Einstein – was 4 yrs old before he could speak and 7 before he could read </li></ul><ul><li>Isaac Newton – performed poorly in grade school </li></ul><ul><li>Thomas Edison – teachers told him he was too stupid to learn anything </li></ul><ul><li>Walt Disney – fired from a newspaper because he had “No good ideas” </li></ul>
  16. 16. Common Challenges of Gifted Students <ul><li>Motivation </li></ul><ul><li>Behavior </li></ul><ul><li>Finding suitable challenging work </li></ul><ul><li>Time </li></ul>
  17. 17. Strategies for Teaching <ul><li>Let go of “Normal” </li></ul><ul><li>Use formative assessments </li></ul><ul><li>Re-familiarize yourself with Piaget and Bloom </li></ul><ul><li>Involve parents as resource locators </li></ul><ul><li>Enrichment v. Acceleration </li></ul><ul><li>Make use of technology resources </li></ul><ul><li>Online-learning </li></ul><ul><li>Research projects </li></ul><ul><li> Acceleration via computer </li></ul>
  18. 18. ADD/ADHD <ul><li>ADHD is a problem with inattentiveness, over-activity, impulsivity, or a combination. </li></ul><ul><li>Pub Med Health </li></ul><ul><li>Attention deficit hyperactivity disorder -- also referred to ADD or ADHD -- is a biological, brain based condition that is characterized by poor attention and distractibility and/or hyperactive and impulsive behaviors. </li></ul><ul><li> </li></ul>
  19. 19. Common Challenges of Students with ADD/ADHD <ul><li>Demand attention by talking out of turn or moving around the room. </li></ul><ul><li>Have trouble following instructions, especially when they’re presented in a list. </li></ul><ul><li>Forget to write down homework assignments, do them, or bring completed work to school. </li></ul><ul><li>Lack fine motor control, which makes note-taking difficult and handwriting hard to read. </li></ul><ul><li>Have trouble with operations that require ordered steps, such as long division or solving equations. </li></ul><ul><li>have problems with long-term projects where there is no direct supervision. </li></ul>
  20. 20. Strategies for Teaching <ul><li>Reduce seating distractions </li></ul><ul><li>Use a homework folder for parent-teacher communication </li></ul><ul><li>Break down assignments </li></ul><ul><li>Give positive reinforcement </li></ul><ul><li>Teach study skills </li></ul>
  21. 21. Assistive Technology <ul><li>The Tech Act and the IDEA define an AT device 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 the functional capabilities of a child with a disability. AT devices may be categorized as no technology, low technology, or high technology (LD Online, 2001). </li></ul>
  22. 22. Areas in which AT can help students: <ul><li>Organization </li></ul><ul><li>Note taking </li></ul><ul><li>Writing </li></ul><ul><li>Academic productivity </li></ul><ul><li>Access to reference and general educational materials </li></ul><ul><li>Cognitive assistance. </li></ul>
  23. 23. AT and Students with special needs <ul><li>Spell checkers </li></ul><ul><li>Tape recorders </li></ul><ul><li>Text reading systems </li></ul><ul><li>Word Prediction </li></ul><ul><li>Reading Pens </li></ul><ul><li>Concept Mapping Software </li></ul><ul><li>FM listening systems </li></ul><ul><li>Talking calculators </li></ul><ul><li>These are just a few of the tools out their to help us meet our students where they are. These tools can be used with students with various needs from ADHD, LD to gifted students. </li></ul>
  24. 24. Assistive Listening Devices <ul><li>Uses: </li></ul><ul><li>Amplify sound </li></ul><ul><li>Reduce background noise </li></ul><ul><li>Increase signal-to-noise ratios so the hearing-impaired can listen better in class. </li></ul><ul><li>Types: </li></ul><ul><li>Hearing aids </li></ul><ul><li>Cochlear implants </li></ul><ul><li>FM devices </li></ul><ul><li>Alerting systems </li></ul>
  25. 25. Resources <ul><li>Davidson Institute for Talent Development. (2011). Retrieved from: </li></ul><ul><li> / . </li></ul><ul><li>Kids Health. (2011). Retrieved from: </li></ul><ul><li>Help Guide. (2011). Retrieved from </li></ul><ul><li>LD online </li></ul><ul><ul><li> </li></ul></ul><ul><li>The Gifted Journey. (n.d.). Retrieved from: </li></ul>
  26. 26. Resources continued The Rhode Island State Advisory Committee on Gifted and Talented Education http:// Pub Med Health. (2011). Retrieved at South Carolina Assistive Technology Programs. (2011). Retrieved at: Special Education Service Agency. (2010). FM Systems and Listening Problems in the Classroom . Retrieved from: /
  27. 27. Resources continued Special Needs Education Suite 101. (n.d.). Retrieved at: Strategies for teaching students with learning disabilities. (2005). Retrieved from: Thomson, D. L., (2010). Beyond the classroom walls: teachers’ and students’ perspectives on how online learning can meet the needs of gifted students, Journal of Advanced Academics., 21(4) 662-712.