Assistive Technology Webquest

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Assistive Technology Webquest

  1. 1. Assistive Technology By Angela Tate ITEC 7530 Feb. 28, 2010
  2. 2. Key Terms <ul><li>Individual Education Plan (IEP)- All students who receive special education services, (students with disabilities) are required by law (IDEA2004) to have an IEP. The IEP is an educational plan for the student that outlines the student’s present levels of performance, goals and objectives for the year, services to be provided, accommodations, modifications and assistive technology. </li></ul><ul><li>Individual Education Planning Committee (IEPC)- The IEPC is the committee of people who work together to plan the IEP for the student. This group is made up of a general education teacher, special education teacher, parent, administrators, support staff such as paraprofessional, Occupational Therapist, Speech Language Therapist and also the student when applicable. </li></ul><ul><li>Assistive Technology (AT)- Assistive technology is any device that can be used to assist students with disabilities to accomplish tasks independently. This ranges from items as simple as a magnifying glass or tape recorder to something as complex as a communication device, lap top computer or electric wheelchair. </li></ul>
  3. 3. Key Terms cont. <ul><li>Inclusion- Inclusion is educating students with disabilities in the general education classroom. </li></ul><ul><li>Least Restrictive Environment (LRE)- The Least Restrictive Environment is the environment in which the child can still accomplish the learning tasks successfully with as little support as necessary. </li></ul><ul><li>Accommodation- An accommodation is a change in the way a student accesses or exhibits their knowledge of the curriculum. There is no change in what a child is required to know or learn. An example of an accommodation is allowing the child to take a test orally rather than writing it. </li></ul><ul><li>Modification - A modification is an actual change in the knowledge or amount that the child is required to complete. An example of a modification is shortening the list of vocabulary words to 5 rather than 10. </li></ul>
  4. 4. Assistive Technology <ul><li>Examples of Low Tech AT devices (those that require little training and are less complex) </li></ul><ul><li>Magnifying glass </li></ul><ul><li>Timer </li></ul><ul><li>Books with large print </li></ul><ul><li>Pencil grips </li></ul><ul><li>Slant boards </li></ul><ul><li>Wiggle cushions </li></ul>
  5. 5. Assistive Technology cont. <ul><li>Examples of Medium Tech AT devices (those that require some training, are more mechanical and may be more expensive) </li></ul><ul><li>Books on tape </li></ul><ul><li>Talking spell checkers </li></ul><ul><li>IPod Touch w/recording capability </li></ul><ul><li>Amplifiers and headsets </li></ul><ul><li>Non electric wheelchairs </li></ul>
  6. 6. Assistive Technology cont. <ul><li>Examples of High Tech AT devices (those that require training, are more expensive and are computerized) </li></ul><ul><li>Computers programs such as Write OutLoud, CoWriter or Dragon Naturally Speaking </li></ul><ul><li>Power Wheelchairs </li></ul><ul><li>Communication devices w/voices </li></ul><ul><li>Digital hearing aids </li></ul><ul><li>Digi-drive technology (operating a vehicle with a joystick) </li></ul>
  7. 7. Case Study <ul><li>Teddy is a 2 nd grade student with Autism. Teddy struggles with reading, spelling, attention and fine motor skills. Teddy also needs frequent rewards to maintain positive behavior. Teddy receives some accommodations in class such as frequent breaks, preferential seating, tests read aloud with oral response and extended time to complete assignments. He is also provided with visual cues and has a visual schedule. </li></ul>
  8. 8. Case Study cont. <ul><li>Teddy also receives modifications to his class work. These include shortened assignments and being tested on key concepts only. Teddy also attends Occupational Therapy for 30 min weekly. The Occupational Therapist has provided Teddy with a wiggle cushion and pencil grip. He also uses a color overlay when reading text and has text books on CD to listen to at home. Teddy was recently referred for an Assistive Technology evaluation. </li></ul>
  9. 9. Case Study cont. <ul><li>The Assistive Technology Specialist provided Teddy with some high tech devices. He was given a lap top computer to use for word processing. His lap top is equipped with Co-Writer, which is a word prediction software. When Teddy types the beginning letters in the word, the computer will predict a list of words that can be used. Additionally, because of his difficulty reading, he has the program Write Out Loud. This program reads the words as well as the text Teddy types, which allows him to check his work. Lastly, Teddy received a printer so he can print his assignments to turn in. </li></ul>
  10. 10. 5 th grade Soc. Studies Lesson Plan <ul><li>Standards: </li></ul><ul><li>SS5H1 The student will explain the causes, major events, and consequences of the Civil War. </li></ul><ul><li>a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain how each of these events was related to the Civil War. </li></ul><ul><li>b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South. </li></ul><ul><li>c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. </li></ul><ul><li>d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson. </li></ul><ul><li>Lesson: </li></ul><ul><li>Before beginning this lesson, students will have learned about the causes and major events of the Civil War in class. This lesson will be the culminating activity in the Civil War Unit. </li></ul><ul><li>Students will select a historical figure to research. These figures will include John Brown, Harriet Beecher Stowe, Abraham Lincoln, Robert E. Lee, Ulysses S Grant, Jefferson Davis, Thomas “Stonewall” Jackson and General William Sherman. They may also select to be a northern abolitionist or a southern plantation owner. </li></ul><ul><li>Using the internet and the website NetTrekker, students will search for information on the historical figure. </li></ul><ul><li>Students will evaluate their information and determine which is most relevant for the assignment. </li></ul><ul><li>Students will put together a presentation that explains this individual’s role in the Civil War. They must also include the individual’s viewpoint and perspectives. When presenting to the class, they may choose to dress up as this historical figure. </li></ul><ul><li>They will then role play the character and present to the class. </li></ul><ul><li>While students are presenting, the audience (other students in the class) will take notes on the other presentations. This would assist them in studying for the test on the Civil War Unit. </li></ul>
  11. 11. Accommodations to Lesson Plan <ul><li>The teacher will provide a checklist or outline worksheet for students to use to collect data from the websites. This will help students to select the main ideas and important information. This would help students with Learning Disabilities, Attention Deficit Disorder or any students who struggle with reading comprehension. </li></ul><ul><li>NetTrekker identifies the reading level of the sites it brings up. This allows the students to select websites that are appropriate to their own reading level. This would assist students with low reading levels due to a learning disability or high reading level as well. </li></ul><ul><li>NetTrekker can also translate websites into different languages, which would help ESOL students. </li></ul><ul><li>While students present, the teacher will also take notes. These notes will be made available to students who have difficulty with note taking such as students with auditory processing disorders. Notes can also be presented on an overhead projector, with a projector attached to the computer or on an Interactive Whiteboard. The notes can also be emailed to the students. </li></ul><ul><li>For students who are hard of hearing, the presenter will wear a microphone and the student would wear a headset. </li></ul><ul><li>Presentations will be tape recorded for students to listen to again if necessary. </li></ul>
  12. 12. Sources <ul><li>http:// kidshealth.org/parent/positive/learning/iep.html </li></ul><ul><li>http:// en.wikipedia.org/wiki/Assistive_technology </li></ul><ul><li>http://www.edutopia.org/assistive-technology-enabling-dreams-video </li></ul><ul><li>http://www.ldonline.org/article/8088 </li></ul><ul><li>http:// uts.cc.utexas.edu/~wilbur/access/assistive.html </li></ul><ul><li>http:// www.ldonline.org/indepth/accommodations </li></ul><ul><li>http://www.ldonline.org/indepth/technology </li></ul><ul><li>http://www.gatfl.org/AssistiveTechnology/tabid/873/Default.aspx </li></ul><ul><li>http://www.gpat.org/resources.aspx?PageReq=GPATImp </li></ul><ul><li>http://public.doe.k12.ga.us/DMGetDocument.aspx/Supporting_SWD_Participation_in_Typical_Classroom_Activities.pdf?p=6CC6799F8C1371F6FD8D894FF6ED583364611E352AD9CF6669483D120D35625B&Type=D </li></ul><ul><li>http://www.ericdigests.org/2003-1/assistive.htm </li></ul>

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