The document provides tips for teachers to help students with disabilities and individualized education plans (IEPs). It recommends that teachers read each student's IEP and provide all required accommodations. Teachers should also utilize assistive technologies and tools to increase student participation and ability levels. Examples of assistive technologies include timers, word processors, and online reading tools. Both non-technological and technological instructional practices are suggested to support student learning.

1. Ashley B. Lariscy

2. • As a teacher, be sure to…
• Read each students’ Individualized Educational Plans (IEP)
• Make sure you provide all the accommodations to each student as
outlined in their IEP
• Be sensitive and kind to each students’ needs
*Remember, all students CAN learn. As teachers, it is our job to
ALLOW them to learn.*

3. • In-school special education department = great
resource
• Utilize Assistive Technology (any tool that helps
students learn or perform in ways they couldn’t
previously due to a disability)
• Web 2.0 Tools
• Project Intersect – online reading tool allowing students
to interact with a variety of texts by asking questions
and viewing vocabulary
http://intersect.uoregon.edu/DigitalLibrary/default.html

4. • Increase a student’s ability to participate by:
• Using a whole-class microphone. The teacher attaches
a microphone to his/her shirt and the teacher’s voice is
amplified via a centralized speaker.
• Use a one-to-one communication system (student
wears an ear-piece/teacher wears a mic). In a case
where only one student would benefit from voice
amplification, this system can be used.

5. • Assistive Tech. options:
• Time Management: Have students use a timer to
manage their assignments/ In some cases, it may be
helpful to use a timer for the whole class.
• Allow them to use a word processor which helps catch
errors and provides feedback on conventions.
• Allow these students to be classroom helpers to
counter hyperactive behavior – pass out papers, collect
materials, etc.
Gromisch, E. (2010, June 14). Adhd and assistive technology.
Retrieved from
http://www.brighthub.com/education/special/articles/74108.aspx

6. • Instructional Practices
• Non-technological
• Teach students to read actively. Design readings which have
students formulate fact- and inference-based
questions, highlight and attempt to define unknown vocabulary.
• Teach students to brainstorm before writing. Teach them to
brainstorm using graphic organizers to stimulate their ability to
learn visually.
• Technological
• Allow students to use a paper text while listening to an audio
text. Have students follow along. Stop at intervals to check for
understanding.
• Teach students to write using a word processor. Students will
be able to catch their errors more readily using a word
processor.