Assistive Technology Webquest


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Assistive Technology Webquest

  1. 1. Working with Students with Special Needs Chay Vasser
  2. 2. Special needs students will enter your classroom at some point, and you will be responsible for teaching them. Why? <ul><li>Brown vs. Board of Education 1954 : </li></ul><ul><li>No group of people can be arbitrarily discriminated against. </li></ul>
  3. 3. <ul><li>IDEA – Individuals with Disabilities Education Improvement Act: </li></ul><ul><li>Free appropriate public education (FAPE) - </li></ul><ul><li>students have a right to a public school education, which should be of no charge to the parents </li></ul><ul><li>Least restrictive environment (LRE) - </li></ul><ul><li>students should be taught in the environment that is as similar to that of their non-disabled peers that still allows them to be successful with the help of proper supports </li></ul>
  4. 4. <ul><li>IDEA – Individuals with Disabilities Education Improvement Act: </li></ul><ul><li>Individualized Education Program (IEP)- </li></ul><ul><li>an individualized plan that directs and monitors each student’s instruction and learning through goals/objectives and also lists needed services specific to the student’s needs </li></ul><ul><li>Zero reject – child find- </li></ul><ul><li>students cannot be denied an education, and children with disabilities should be located so that they may receive any needed assistance </li></ul>
  5. 5. <ul><li>NCLB – No Child Left Behind Act: </li></ul><ul><li>All students must participate in all assessments provided by the school district. </li></ul><ul><li>Students with disabilities should have supports provided when needed. </li></ul><ul><li>All students must make adequate yearly progress (AYP) as determined by state and national assessments. </li></ul>
  6. 6. Inclusion <ul><li>NCLB and IDEA both promote inclusion. </li></ul><ul><li>2 types: </li></ul><ul><li>Full inclusion – all classes are general ed. classes </li></ul><ul><li>Partial inclusion – student attends both general ed. and special ed. classes </li></ul><ul><li>Inclusion is based on the belief that students with disabilities should be fully integrated – physically, socially, and instructionally – to receive the best educational experience. (Simply sharing the same classroom space </li></ul><ul><li> with peers isn’t deemed inclusion.) </li></ul><ul><li>It is suggested that all students perform better academically and socially when inclusion occurs. </li></ul>
  7. 7. Who are these students? <ul><li>The scope of special needs students is large, divided into 14 categories by IDEA: </li></ul><ul><li>-Autism -Deaf-blindness </li></ul><ul><li>-Deafness -Developmental Delay </li></ul><ul><li>-Emotional Disturbance -Hearing Impairment </li></ul><ul><li>-Intellectual Disability -Multiple Disabilities </li></ul><ul><li>-Orthopedic Impairment -Other Health Impairment </li></ul><ul><li>-Specific Learning Disability </li></ul><ul><li>-Traumatic Brain Injury </li></ul><ul><li>-Speech or Language Impairment </li></ul><ul><li>-Visual Impairment Including Blindness </li></ul>
  8. 8. Supporting Special Needs <ul><li>These students often need supports in order to be successful in your classroom. This is frequently done through modifications and accommodations. </li></ul><ul><li>Modifications are changes made in the curriculum, involving a change in expectations or in the material/what is taught, because the student isn’t able to comprehend what is taught or do what is expected for other students. </li></ul>
  9. 9. Supporting Special Needs <ul><li>Accommodations are less-significant changes applied to the environment, the format of the curriculum, or the type of equipment used to complete a task, which allow students to overcome their disabilities. </li></ul><ul><li>The most common areas of accommodations and modifications are changes in setting, instruction, materials, student response, and/or scheduling. </li></ul>
  10. 10. Supporting Special Needs <ul><li>Many supports are though assistive technology (AT) which aides students’ independence and allows them to perform tasks better or more efficiently than previously. </li></ul><ul><li>AT ranges from simplistic to sophisticated and has three categories: </li></ul><ul><li>no technology: non-electronic </li></ul><ul><li>low technology: electronic, but not “highly sophisticated” </li></ul><ul><li>high technology: electronic, complex, multifunctional, often involving a computer and software </li></ul>
  11. 11. Examples of AT/accommodations/ services and supports: <ul><li>Pencil grips </li></ul><ul><li>Large print text </li></ul><ul><li>Sign language </li></ul><ul><li>Copy of notes/ presentations </li></ul><ul><li>Flow charts & </li></ul><ul><li>graphic organizers </li></ul><ul><li>Magnifiers </li></ul><ul><li>Braille </li></ul><ul><li>Tactile maps & </li></ul><ul><li>letters </li></ul><ul><li>Closed captioning </li></ul><ul><li>Spell/grammar checkers </li></ul><ul><li>E-book readers </li></ul><ul><li>Audio recordings of texts </li></ul><ul><li>Audio amplification systems </li></ul><ul><li>Screen readers </li></ul><ul><li>Portable word processors </li></ul><ul><li>Talking dictionaries </li></ul><ul><li>Touch screens </li></ul><ul><li>Customized computers </li></ul><ul><li>Speech recognition software </li></ul>
  12. 12. Examples of AT/accommodations/ services and supports: <ul><li>Keyboards with larger keys, larger letters, colored keys, fewer keys, etc. </li></ul><ul><li>Alternate/non-QWERTY keyboard </li></ul><ul><li>Joystick instead of mouse </li></ul><ul><li>Eye tracker/head tracker instead of mouse </li></ul><ul><li>Altered/adapted desk or chair (e.g., adjustable, raised, inclined) </li></ul>
  13. 13. Remember, you’re not alone! <ul><li>Use your resources! Collaborate with colleagues – general ed teachers with experience, special ed teachers, counselors, etc. – study students’ IEPs, learn individual student strengths and needs, discuss with parents, and print and online resources. </li></ul>
  14. 14. Resources: <ul><li>http:// ) </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>