Working with Students with Special Needs

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Working with Students with Special Needs

  1. 1. WORKING WITH STUDENTS WITH SPECIAL NEEDS Assistive Technology
  2. 2. OVERVIEW  A special need may be either a learning or functioning disability. The list of conditions that may designate a student as having a special need includes the following:  Hearing or visual impairment  Emotional disorder  Physical limb impairment  Attention deficit hyperactivity disorder (ADHD)  Cognitive challenges  Autism  Speech or language impairment  Developmental delay
  3. 3. WAYS TO ENHANCE THE STUDENT EXPERIENCE  Individualized Education Plan (IEP)  Assistive Technology  Hearing Assistive Technology  Optical Character Recognition  Speech-Recognition Technology  Non-Technology options  Graphic Organizers  Clickers,  Smart Pens  Timers Examples of Resources and Instructional Strategies
  4. 4. THE INDIVIDUALIZED EDUCATION PLAN (IEP)  An official, educational plan of action that identifies and addresses the unique needs of individual students with special needs and disabilities.  The IEP includes the following:  Statement of current performance of the student  Any special education or services provided to the student  An annual performance goal for the student  The recommended and approved accommodations to meet goals  Evaluation of performance measures
  5. 5. THE INDIVIDUALIZED EDUCATION PLAN (IEP)  The purpose is to improve educational results of these students by creating specific educational goals and plans.  The IEP is created in partnership with parents, teachers, and other administrators, including counselors.  Most services and accommodations are completed in the regular classroom as much as possible; however, special school environments may be provided to allow more individualized attention.
  6. 6. HEARING ASSISTIVE TECHNOLOGY (HATS) OR ASSISTIVE LISTENING DEVICE (ALD)  Personal frequency modulation (FM) system  Wireless system that helps people to better understand speech in environments that may be noisy or large to the point where sound may get lost.  Operates similar to a miniature radio station  Has special frequencies assigned by the FCC  Consists of the following:  Transmitter microphone for the speaker  Receiver that transmits the sound to the hearing aid of the listener
  7. 7. OPTICAL CHARACTER RECOGNITION FOR READING & WRITING  Display and read aloud text on a computer screen  The text may be typed in or scanned from printed pages, or text from the internet. SPEECH-RECOGNITION PROGRAMS FOR READING & WRITING  Captures and displays words as the student reads or speaks aloud into a microphone. Dragon Naturally Speaking WYNN
  8. 8. CLASSROOM CLICKERS FOR STUDENTS WITH ADHD  Engages the students  Draws and maintains attention and focus to the lesson  Provides immediate feedback TIMERS (NON-TECHNOLOGY) FOR STUDENTS WITH ADHD SMART PEN FOR STUDENTS WITH ADHD  Records spoken words and synchronizes them with notes written by the student  While taking notes, the student can record and later playback the lecture  Is very helpful when students get temporarily distracted  Helps students remain focus for a specific time-frame  Is useful for classroom management Livescribe Turningpoint
  9. 9. GRAPHIC ORGANIZERS FOR LEARNING DISABILITIES  Graphic Organizers are used to help students better understand concepts. Students with learning disabilities may have difficulty in comprehending concepts or expressing their understanding through traditional written/essay formats  Using GOs, such as diagrams or concept maps that help them organize and make interpretations, students are better able to receive, store, and retrieve information.  Online graphic organizers are available, but not required. Traditional paper GOs work very well. A learning disability is a “neurological disorder that affects the brain’s ability to receive, process, store, and respond to information
  10. 10. REFERENCES  American Speech-Language-Hearing Association. (n.d.). Fm systems. Retrieved from http://www.asha.org/public/hearing/FM-Systems/  Duffy, F. (2012). The write tools for adhd students. Retrieved from http://www.additudemag.com/adhd/article/9365.html  Ketcham, L. (2010, April 16). Online graphic organizers for use with special education students. Retrieved from http://www.mangomon.com/online- graphic-organizers-for-use- with-special-education-students/  Levy, J. (n.d.). What is an iep?. Retrieved from http://www.ncld.org/students- disabilities/iep- 504-plan/what-is-iep  Nemour Foundation. (n.d.). Individualized education programs (ieps). Retrieved from http://kidshealth.org/parent/positive/learning/iep.html  Raskind, M., & Stanberry, K. (2009). The best software and gadgets for adhd students. Retrieved from http://www.additudemag.com/adhd/article/6585.html  Shelton, K., Procailo, M., & Miller, A. (n.d.). Technology for adhd students. Retrieved from http://kerryshelton.weebly.com/technology-for-adhd-students.html

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