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Assistive technology webquest


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Assistive technology webquest

  1. 1. Teaching on Common Ground How to Use Assistive Technology to Meet IEP Requirements
  2. 2. What Do We Know About IEPs <ul><li>Individualized education plans (IEPs) describe the goals a team sets for a child during the school year, as well as any special support needed to help achieve those goals. </li></ul>
  3. 3. Reasons for Initiating an IEP <ul><li>learning disabilities </li></ul><ul><li>attention deficit hyperactivity disorder (ADHD) </li></ul><ul><li>emotional disorders </li></ul><ul><li>mental retardation </li></ul><ul><li>autism </li></ul><ul><li>hearing impairment </li></ul><ul><li>visual impairment </li></ul><ul><li>speech or language impairment </li></ul><ul><li>developmental delay </li></ul>
  4. 4. What is Assistive Technology? <ul><li>Assistive technology or adaptive technology (AT) is an umbrella term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and also includes the process used in selecting, locating, and using them. AT promotes greater independence by enabling people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to or changed methods of interacting with the technology needed to accomplish such tasks. </li></ul>
  5. 5. Which Assistive Technology is Right for My Student? <ul><li>The goal of using assistive technology is for the student to participate in inclusion . Inclusion is the practice of using modifications to help special needs students overcome mental or physical handicaps and participate in the regular classroom. </li></ul><ul><li>LDOnline ( ) provides a series of six steps to identify which Assistive Technologies are appropriate for students’ IEPs. </li></ul>
  6. 6. Step 1 <ul><li>Collect child and family information. Begin the discussion about the child’s strengths, abilities, preferences and needs. What strategies have been found to work best? </li></ul>Call or arrange a meeting with the student’s family to find out about the student’s background.
  7. 7. Step 2 <ul><li>Identify activities for participation. Discuss the various activities within the environments that a child encounters throughout the day. What is preventing him/her from participating more? </li></ul>Least Restrictive Environment How does the student learn? What is the minimum level of assistance required to accomplish their goals? How Can I modify the instruction to help the student succeed?
  8. 8. Step 3 <ul><li>Determine how you will know if the AT is successful. </li></ul><ul><li>What is the student’s current level of participation? </li></ul><ul><li>Point out behaviors that will act as indicators of the student’s success. </li></ul>
  9. 9. Step 4 <ul><li>Brainstorm possible ATs for the student. Consult the student’s IEP team for advice and feedback on your ideas. </li></ul><ul><li>What do the student’s needs include? </li></ul><ul><li>Start with what is available in the environment and consider adaptations to those materials. </li></ul>
  10. 10. Step 5 <ul><li>Give it a trial run. </li></ul><ul><li>Set aside a predetermined amount of time to test your modifications and ATs. </li></ul><ul><li>Create an observation plan. </li></ul><ul><li>Observe how the student responds to your modifications. </li></ul>
  11. 11. Step 6 <ul><li>Reflect on your plan and discuss what worked. </li></ul><ul><li>Make modifications as needed and try again. </li></ul>Repeat Modify
  12. 12. ADHD Facts <ul><li>Affects 3-5% of children </li></ul><ul><li>Usually identified at elementary school level </li></ul><ul><li>Characterized by persistent pattern of inattentiveness and hyperactivity </li></ul><ul><li>About 60% retain condition as adults </li></ul>
  13. 13. Possible Modifications for ADHD <ul><li>Computer-based learning tends to cut down on the number of distractions for students. </li></ul><ul><li>ADHD students have less difficulty paying attention after exercise. </li></ul>
  14. 14. Assistive Technology for ADHD <ul><li>ADHD students may benefit from computer-based learning programs (Ex. ) </li></ul><ul><li>ADHD students who are having difficulty keeping organized might also try using an online to-do list program. </li></ul><ul><ul><li>Such programs allow students to use technology that they are already familiar and comfortable with (ex. Phones, iPods, Computers, etc). </li></ul></ul><ul><ul><li>Students can also share their lists with other users. Teachers and Parents could view the students online list and use is as a medium of communication. </li></ul></ul>Back to “Reasons for Initiating IEP”
  15. 15. Web References <ul><li>Suggested </li></ul><ul><ul><li>http:// kidshealth .org/parent/positive/learning/ iep .html </li></ul></ul><ul><ul><li>http://en. wikipedia .org/ wiki / Assistive _technology </li></ul></ul><ul><ul><li>http://www. edutopia .org/ assistive -technology-enabling-dreams-video </li></ul></ul><ul><ul><li>http://www. ldonline .org/article/8088 </li></ul></ul><ul><li>Additional </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> shtml </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul>