Digital story briannashaffer

789 views

Published on

Published in: Business, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
789
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Digital story briannashaffer

  1. 1. A Technologically-Inclined Classroom for the Developing Student<br />Rachel Saparito, Maggie Semetti, Brianna Shaffer, and Rebecca Jardines<br />York College of Pennsylvania<br />
  2. 2.
  3. 3.
  4. 4.
  5. 5.
  6. 6. The No Child Left Behind Act’s Position on Using Assistive Technologies <br />
  7. 7. What is NCLB?<br />Piece of legislation<br />that requires teachers<br />to provide the least <br />restrictive environment<br />and assistive technologies<br />for all students.<br />
  8. 8. Why do teachers need to know?<br />Required to be used by all schools.<br />NCLB provides federal funding<br />for schools with these students.<br />
  9. 9. Funding provided to:<br />Buy technology <br />Reduce paperwork and increase flexibility<br />Purchase internet filtration systems<br />Focus the funds on enhancing education through advanced technology<br />Offer matching grants for community technology centers <br />
  10. 10. If a student needs a certain type of technology, NCLB requires that the school district provides it for them.<br />The student must also advocate for their specific technology, so that the school district will provide it for them.<br />
  11. 11. The whole point behind this was to level the playing field for all students, to get those students who need the extra help caught up to other students who were succeeding in the classroom.<br />
  12. 12. Using Assistive Technology with Specific Learning Disabilities<br />
  13. 13. 5 Areas of Learning Disabilities<br />Written Language<br />Spoken Language<br />Arithmetic<br />Memory<br />Reasoning<br />
  14. 14. Common Learning Disabilities<br />Dyslexia<br />Dyscalculia<br />Dysgraphia<br />Dyspraxia<br />
  15. 15. Dyslexia & Dysgraphia Assistive Technologies<br />Abbreviation expanders<br />Alternative Keyboards<br />Graphic Organizers<br />Outliners<br />
  16. 16. Dyscalculia Assistive Technologies<br />Electronic math worksheets<br />Paper-based computer pens<br />Talking calculators<br />
  17. 17. Using Augmentative and Alternative Communication as Assistive Technology<br />
  18. 18. A commonly used form of <br />assistive technology is called <br />augmentative and alternative <br />communication. <br />
  19. 19. The following interview was conducted with Billie Klunk, a graduate of York College who currently works with learning disabled persons ages 18 to 21. <br />
  20. 20.
  21. 21. Augmentative and alternative communication devices are used to enhance or substitute communication.<br />
  22. 22.
  23. 23. Disabled persons who could benefit from AAC devices include those with cerebral palsy, autism, and Lou Gehrig’s disease.<br />
  24. 24.
  25. 25. With the touch of a few buttons, these devices allow a person’s thoughts to be heard. <br />
  26. 26.
  27. 27. Studies have shown that students who use AAC have actually improved in areas such as spelling, comprehending, rhyming, and identifying certain words.<br />
  28. 28.
  29. 29.
  30. 30.
  31. 31.
  32. 32.
  33. 33. Credits<br />(2010). About learning disabilities. retrieved from http://www.childdevelopmentinfo.com/learning/learning_disabilities.shtml <br />Augmentative and Alternative Communication, 24(3), 194-206. doi:10.1080/08990220802387851 Blischak, D. M., Lombardino, L. J., & Dyson, A. T. (2003, March). Use of speech-generating devices: In support of natural speech. AAC: Augmentative & Alternative Communication, 19(1), <br /> 29-35. Retrieved from http://search.ebscohost.com.ezproxy.ycp.edu:8000/login.aspxdirect=true&db=ufh&AN=9985328&site=ehost-live <br /> Bush, G.W. (2001, September). "No Child Left Behind" [First Draft]. Retrieved February 6, 2010, from http://georgewbush-<br /> whitehouse.archives.gov/news/reports/no-child-left-behind.pdf <br />Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular <br /> classrooms. Journal of Autism & Developmental Disorders, 37 (2), 230-242. doi: 10.1007/s10803-006-0164-4 <br />Copley, J., & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy <br /> International, 11(4), 229-243. Retrieved from Academic Search Premier database. <br />Cutter, D., Kemp, G., Segal, J. (2009). Learning disabilities in children. retrieved from <br /> http://www.helpguide.org/mental/learning_disabilities.htm <br />Definition Of Autism. Definition Of Autism. Retrieved February 6, 2010, from http://www.definitionofautism.com/ <br />Evans, R. (2010). Some Ideas For Teaching Autistic Children. Reference-and-Education, 1. Retrieved February 16, 2010 <br />Fahy, J. (2006, September 20). Devices give people a chance to speak up. Pittsburgh Post-Gazette (PA). Retrieved from <br /> http://search.ebscohost.com.ezproxy.ycp.edu:8000/login.aspx? direct=true&db=nfh&AN=2W62W62666310219&site=ehost-live <br />Gray, T., Parette, H.P., Peterson-Karlan, G.R., Silver-Pacuilla, H., & Smith, Sean. (2006).  The state of assistive technology: Themes from an <br /> outcomes summit. Assistive Technology Outcomes and Benefits, 3(1), 16-33.<br />Hodge, S. (2007, August). Why is the potential of augmentative and alternative communication not being realized? Exploring the experiences <br /> of people who use communication aids. Disability & Society, 22(5), 457-471.doi:10.1080/09687590701427552 <br />Johnston, S. S., Reichle, J., & Evans, J. (2004, February). Supporting augmentative and alternative communication use by beginning <br /> communicators with severe disabilities. American Journal of Speech-Language Pathology, 13(1), 20-30. Retrieved from <br /> http://search.ebscohost.com.ezproxy.ycp.edu:8000/login.aspx?direct=true&db=aph&AN=12795685&site=ehost-live <br />McNaughton, D. (2008, September). ‘‘Reach for the stars’’: Five principles for the next 25 years of AAC . Augmentative and Alternative <br /> Communication, 24(3), 194-206. doi:10.1080/08990220802387851   <br />Pufpaff, L. A. (2008, August). Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative <br /> communication needs. Psychology in the Schools, 45(7), 582-599. <br />         Retrieved from http://search.ebscohost.com.ezproxy.ycp.edu:8000/login.aspx?direct=true&db=aph&AN=33385830&site=ehost-live <br />Raskind, M., Stanberry, K., (2010). Assistive technology tools: Math. Retrieved from http://www.greatschools.org/LD/assistive-<br /> technology/math-tools.gs?content=949 <br />Raskind, M., Stanberry, K., (2010). Assistive technology tools: Writing. retrieved from http://www.greatschools.org/LD/assistive-<br /> technology/writing-tools.gs?content=960 <br />Williams, M. B., Krezman, C., & McNaughton, D. (2008, September). ‘‘Reach for the stars’’: Five principles for the next 25 years of AAC.<br />

×