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B. Inabinet Assistive Technology Presentation


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B. Inabinet Assistive Technology Presentation

  1. 1. Assistive Technology Targeting ADHD, Auditory, and Mild Learning Disabilities Blair Inabinet ITEC 7530
  2. 2. Teaching Students with Special Needs An Overview <ul><li>As with all students, those with special needs require that teachers incorporate strategic and specific instructional strategies to encourage learning at the highest potential (Hall, Strangman, & Meyer, 2011). </li></ul><ul><li>Differentiation through process, product, content, and/or learning environment must always be considered. </li></ul><ul><ul><li>Assistive Technology (AT) and other strategies are methods teachers may use to target students with special needs. </li></ul></ul><ul><ul><li>(Enhance Learning with Technology, 2004). </li></ul></ul>
  3. 3. Why Assistive Technology is Necessary Background & Rationale <ul><li>Individuals with Disabilities Education Act (IDEA 2004) implemented the use of Individualized Education Plans (IEPs). </li></ul><ul><li>Individualized Education Plans (IEPs) mandate and support the use of resources that offer all students the opportunity to learn at their potential in their Least Restrictive Environment (LRE). </li></ul><ul><ul><li>Various instructional strategies (including assistive technology) ensures that required accommodations and possible modifications are addressed. </li></ul></ul><ul><ul><li> </li></ul></ul>
  4. 4. How are services determined? <ul><li>Referral </li></ul><ul><li>Evaluation </li></ul><ul><li>IEP developed with collaborative input from all parties </li></ul><ul><ul><ul><li>Parent </li></ul></ul></ul><ul><ul><ul><li>Teacher(s) </li></ul></ul></ul><ul><ul><ul><li>Professional evaluator(s) </li></ul></ul></ul><ul><li>Reviewed annually and revised as necessary </li></ul><ul><ul><ul><li>Ongoing commitment to placing student in Least Restrictive Environment </li></ul></ul></ul>
  5. 5. Least Restrictive Environment (LRE) <ul><li>Typically in a traditional classroom setting </li></ul><ul><ul><li>May require intense intervention delivered in an alternate environment </li></ul></ul><ul><ul><ul><li>Smaller teacher/student ratio </li></ul></ul></ul><ul><ul><ul><li>Specialized training in students’ areas of need(s) </li></ul></ul></ul><ul><ul><li>Examples of serving students with special needs outside the standard classroom environment </li></ul></ul><ul><ul><ul><li>Occupational therapy (gross and fine motor skill development to aid in writing) </li></ul></ul></ul><ul><ul><ul><li>Psychological therapy/counseling (ADHD) </li></ul></ul></ul><ul><ul><ul><li>Speech therapy (auditory) </li></ul></ul></ul><ul><ul><ul><ul><li>Alternate settings may be required separate or in tandem with resource/inclusion teacher(s) </li></ul></ul></ul></ul><ul><ul><li>(Questions and answers on least restrictive environment (LRE) Requirements of the IDEA, 1994) </li></ul></ul>
  6. 6. Meeting the Needs of Students with Special Needs <ul><li>May or may not require the use of technology </li></ul><ul><li>Assistive Technology (AT) includes any equipment or device that promotes the independence or overall proficiency of a person with a disability </li></ul>
  7. 7. Assistive Technology: Is or Is NOT? <ul><ul><li>Examples include: </li></ul></ul><ul><ul><ul><li>Note taking devices </li></ul></ul></ul><ul><ul><ul><li>Voice Recognition software </li></ul></ul></ul><ul><ul><ul><li>Word Prediction Software </li></ul></ul></ul><ul><ul><ul><li>Smart Pens </li></ul></ul></ul><ul><ul><ul><li>Magnifiers </li></ul></ul></ul><ul><ul><ul><li>Calculators </li></ul></ul></ul><ul><li>Examples do NOT include: </li></ul><ul><ul><li>A person </li></ul></ul><ul><ul><li>Strategy/Method </li></ul></ul><ul><ul><li>Less work </li></ul></ul><ul><ul><li>Different location </li></ul></ul>(Getting started with assistive technology, 2011)
  8. 8. Selecting Appropriate Instructional Strategies <ul><li>Determining which methods best target the accommodations of a student with disabilities IEP must be a careful and deliberate process. </li></ul><ul><ul><li>Consider disability, student needs, learning goals </li></ul></ul><ul><ul><li>Needs of student with physical disability very different from student with learning disorder </li></ul></ul>
  9. 9. Scenario #1: Student with ADHD <ul><li>ADHD : characterized by impulsive behavior, difficulty focusing, atypical energy levels, or a combination of these traits </li></ul><ul><li> </li></ul>
  10. 10. ADHD Instructional Strategies <ul><li>Assistive Technology </li></ul><ul><li>Online or other self-paced curriculum approaches </li></ul><ul><li>Free –form database software </li></ul><ul><li>Information/data managers (ex. Palm, Memo to Me) </li></ul><ul><li>Timers </li></ul><ul><li>Writing aids (to target difficulties in fine motor skills) </li></ul><ul><li>Headphones to discourage distractions </li></ul><ul><li>Without Technology </li></ul><ul><li>Comfortable/flexible seating </li></ul><ul><li>Multi-sensory instructional strategies (auditory, visual, tactile) </li></ul><ul><li>Chunking information </li></ul><ul><li>Proximity control </li></ul><ul><li>Behavior modification/incentive plans </li></ul><ul><li>Stress balls </li></ul>
  11. 11. Scenario #2: Student with Auditory Disability <ul><li>Auditory Disability : may be treated with early intervention, but even mild cases of hearing impairment may result in delays in speech and language development </li></ul><ul><li> </li></ul>
  12. 12. Auditory Disability <ul><li>Assistive Technology </li></ul><ul><li>Head phones </li></ul><ul><li>Assistive hearing devices </li></ul><ul><li>Amplification systems (teacher and student) </li></ul><ul><li>Captioned videos </li></ul><ul><li>Without Technology </li></ul><ul><li>Demonstrate or otherwise target student’s visual sense </li></ul><ul><li>Incorporate vivid body language </li></ul><ul><li>Sign language </li></ul><ul><li>Use legible written announcements or instructions for all classroom communication </li></ul><ul><li>Hearing dogs </li></ul>(Strategies for teaching students with hearing impairments, 2005)
  13. 13. Scenario #3: Student with mild learning disability or disabilities <ul><li>Mild Learning Disability : Student demonstrates average to above average intelligence but a discrepancy between achievement and ability exists </li></ul><ul><ul><li>may often result in a dual disability as many students with learning disabilities also display one or more additional disabilities </li></ul></ul><ul><ul><li> </li></ul></ul>
  14. 14. Mild Learning Disability <ul><li>Assistive Technology </li></ul><ul><li>Note taking software </li></ul><ul><li>Audio/videotaped class sessions </li></ul><ul><li>Books on tape </li></ul><ul><li>Screen reading/speech synthesizer software </li></ul><ul><li>Calculators </li></ul><ul><li>Word processing software </li></ul><ul><li>Graphic organizer programs </li></ul><ul><li>Without Technology </li></ul><ul><li>Manual note takers or modified notes (peer or professional) </li></ul><ul><li>Extended time </li></ul><ul><li>Alternate testing location </li></ul><ul><li>Alternate evaluation methods (portfolio, oral presentation) </li></ul><ul><li>Word processing software </li></ul><ul><li>Graphic organizers </li></ul>
  15. 15. Additional Resources for Using Assistive Technology to Address the Needs of Students with Special Needs <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
  16. 16. Additional References <ul><li>(1994, November 23). Questions and answers on least restrictive environment (LRE) requirements of the IDEA. Retrieved from </li></ul><ul><li>(2004, April 26). Enhance learning with technology. Retrieved from </li></ul><ul><li>(2005, April 20). Strategies for teaching student with hearing impairments. Retrieved from </li></ul><ul><li>(2011). Getting started with assistive technology. Retrieved from </li></ul><ul><li>Hall, T., Strangman, N., & Meyer, A. (2011). Differentiated instruction and implications for UDL implementation. Retrieved from </li></ul>