Assistive Technology

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Assistive Technology

  1. 1. Assistive Technology GRAYSON MENDIETA
  2. 2. Overview  Working with students with special needs can be a very     challenging aspect of your career as a teacher. When working with special needs students, you have to make sure that you are accommodating their needs so they get the best education they can. This often means making modifications to lesson plans and classroom procedures. Most students who have been identified as special needs have an individualized education plan (IEP). This plan lists the goals that the student is trying to reach for the school year. It also lists any accommodations the student may need.
  3. 3. Overview Continued  As an educator it is important to remember that special needs students are not incapable of learning. They just need to be taught in a way that is most advantageous for them.  In a lot of cases, students with special needs such as ADHD, auditory disabilities and mild learning disabilities require assistive technology and other strategies to succeed.
  4. 4. Assistive Technology  Assistive technology can be very useful when working with individuals with special needs.  As defined by the Individuals with Disabilities Education Act, assistive technology is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.  These assistive technologies can make a huge difference in the education of a special needs student.  There are a wide range of items designed for all types of disabilities.
  5. 5. Attention Deficit Hyperactivity Disorder (ADHD)  ADHD is very common among young children, adolescents and adults.  The most common symptoms are an inability to stay focused, hyperactivity, short attention span and sometimes behavioral outbursts.  Symptoms that can be seen in class include:       Being easily distracted Struggling to follow instruction Nonstop talking A lot of movement when sitting Being impatient Having a hard time focusing on one thing
  6. 6. Assistive Technology for ADHD  The main objective when choosing an assistive     technology for a student with ADHD is to prevent the symptom or behavior that disrupts their learning. For students who are easily distracted by noises you can provide noise cancelling earphones. There are talking books for students who have issues focusing when reading. There are invisible clocks and other reminder timers. These devices go off at set times to help remind the individual that they have something to do. There are also computer based programs for reading, writing and math that help keep the student focused on the task at hand.
  7. 7. Auditory Disabilities  Auditory Processing Disorder (APD) is a disorder in which individuals have problems processing what they hear.  The problem is caused by a miscommunication between the brain and ears.  Individuals with APD are not deaf, they just have a problem with processing what they hear.  Symptoms that may be present:     Being easily distracted by loud or sudden noises Difficulty following conversations Difficulty following directions Problems with reading, writing or spelling
  8. 8. Assistive Technology for Auditory Disabilities Assistive technologies for individuals with auditory disabilities help reduce background noise.  Hearing loop systems are a great tool for students with auditory disabilities. This system involves the individual with the disability wearing a headset or setting their hearing aid or cochlear implant to a specific setting. There also has to be a small wire loop setup around the perimeter of the room. Once they have the headset on or their hearing device set to the correct setting, they are able to hear what the speaker is saying without background noise interfering. What makes this tool even more useful is that it can be used with TVs in the classroom and public address systems.  Setup of a hearing loop system.
  9. 9. Assistive Technology for Auditory Disabilities  FM systems are another great tool to use in the classroom.  The teacher wears a small microphone and the student with the disability has a receiver that is set to a specific channel so it picks up the signals from the microphone.  The student wears a headset unless they have a hearing aid or implant. In the case that they have a hearing aid or implant, they either wear a wire around the neck or one behind the ear. The wire picks up the signal and converts it to a magnetic signal that can be picked up by the implant or hearing aid.
  10. 10. Assistive Technology for Auditory Disabilities  There are also other methods that can be used in the     classroom along the with assistive technology. Make eye contact when speaking to the individual. Speak in slow, simple sentences. When giving instructions have the individual repeat them back to you. Try to reduce background noise when possible, especially when you are lecturing.
  11. 11. Mild Learning Disabilities  Individuals with mild learning disabilities are intellectually below average. They are often mature at a slower rate, have problems adjusting socially, have attention problems, show signs of clumsiness and have developmental issues with speech and language.  Students with mile learning disabilities can struggle in almost all content areas. They have problems understanding content and applying what they have learned.
  12. 12. Mild Learning Disabilities  As an educator it is important to remember to hold students with learning disabilities to the same standards you have for students who do have a learning disability.  Some strategies that may help when working with students with mild learning disabilities include:     Giving explicit instructions Use mnemonics to help students remember Group an LD student with a non-LD student when assigning group work Supply organizers for the student
  13. 13. Assistive Technology for Mild Learning Disabilities  You can use Text-to-Speech Software. Most Mac and Windows computers come equipped with this feature. If the computer does not have the feature, there are websites that offer free downloads. These programs convert computer documents from text to voice. The voice files can be saved as mp3 and used later.  For students who have problems reading there are reading pens. These pens are passed over text and from there the words can be translated, defined or pronounced for the reader. There are two types of reading pens. The simple version for early readers and the advanced version for someone with a larger vocabulary.  There are also small handheld devices that allow students to write and get feedback from the software. The devices often come with text-to-speech features. These devices also have the capabilities of having other software packages being added to them for all content areas. Reading pen
  14. 14. Conclusion  Working with students who have disabilities can be a frightening thought for many teachers. However, with the correct tools and a better understanding of the different types of disabilities, both the teacher and the student can have a successful and fulfilling experience.
  15. 15. References  http://www.nimh.nih.gov/health/topics/attention    deficit-hyperactivity-disorder-adhd/index.shtml https://www.teachervision.com/specialeducation/new-teacher/48460.html http://www.adhd-brain.com/assistive-technologyfor-adhd.html http://kidshealth.org/parent/medical/ears/central_ auditory.html http://www.sess.ie/categories/general-learningdisabilities/mild-general-learning-disabilities

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