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Assistive Technology WebQuest

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Assistive Technology WebQuest

  1. 1. Assistive Technology In the Classroom
  2. 2. <ul><li>Individual Education Programs (IEP) </li></ul><ul><ul><li>Determined by a team of educators after a student has been evaluated </li></ul></ul><ul><ul><li>Establishes goals in education, needs, how the student’s education will be executed, and the length of time the student requires help </li></ul></ul><ul><li>IEP Facts to Remember </li></ul><ul><ul><li>Programs are designed for an individual, not for all students with a certain need </li></ul></ul><ul><ul><li>Good communication is essential </li></ul></ul><ul><ul><ul><li>Colleagues </li></ul></ul></ul><ul><ul><ul><ul><li>Each team member performs an important step </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Can help point out weaknesses and successes in an IEP </li></ul></ul></ul></ul><ul><ul><ul><li>Parents </li></ul></ul></ul><ul><ul><ul><ul><li>Have the right to be involved in every step of an IEP </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Can choose an advocate (representative) for their child if they are unfamiliar with special needs </li></ul></ul></ul></ul><ul><ul><ul><li>Students </li></ul></ul></ul><ul><ul><ul><ul><li>Have the right to self-determination (participating in forming an IEP) </li></ul></ul></ul></ul>Working with Special Needs Students
  3. 3. <ul><li>Individuals with Disabilities Education Act (IDEA) </li></ul><ul><ul><li>Ensures that students get the appropriate education they deserve </li></ul></ul><ul><ul><li>“ The goal of IDEA is to ensure that each child is educated in the least restrictive environment possible, effort is made to help kids stay in a regular classroom” ( http:// kidshealth.org/parent/positive/learning/iep.html # ) </li></ul></ul><ul><ul><li>Least Restrictive Environment for a Special Needs Student </li></ul></ul><ul><ul><ul><li>Should be similar to how a classroom for a student without disabilities would look </li></ul></ul></ul><ul><ul><ul><li>Like a general education classroom, but has all appropriate assistive technology </li></ul></ul></ul><ul><li>No Child Left Behind Act </li></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><ul><li>Must be qualified to teach students with Special Needs </li></ul></ul></ul><ul><ul><ul><li>Need to research teaching strategies </li></ul></ul></ul><ul><ul><li>Goal: Adequate Yearly Progress (AYP) </li></ul></ul><ul><ul><ul><li>Special Needs students must make adequate progress on the same material as general education students </li></ul></ul></ul>Working with Special Needs Students
  4. 4. <ul><li>General Education Classroom </li></ul><ul><ul><li>Most argue Special Needs students need time in a general education classroom to develop both academic and social skills ( Inclusion ) </li></ul></ul><ul><ul><li>Time spent in general education classes is determined by the IEP </li></ul></ul><ul><li>Resource Rooms </li></ul><ul><ul><li>Where students with special needs are taught with a variety of resources </li></ul></ul><ul><ul><li>Separate from a general education class </li></ul></ul><ul><ul><li>Students do not spend all day in a resource room </li></ul></ul><ul><li>Separate Classes incorporate community time when special needs students interact with others for a certain amount of time </li></ul>Environment
  5. 5. <ul><li>Low Technology (No Technology) </li></ul><ul><ul><li>Requires no technology use </li></ul></ul><ul><ul><li>Examples: rubber pencil grip, study carrel </li></ul></ul><ul><li>Mid-Technology </li></ul><ul><ul><li>Requires some technology </li></ul></ul><ul><ul><li>Examples: tape recorder, calculator </li></ul></ul><ul><li>High Technology </li></ul><ul><ul><li>“ Utilizes complex, multifunction technology and usually include a computer and associated software” ( http://www.ericdigests.org/2003-1/assistive.htm ) </li></ul></ul><ul><ul><li>Examples: touch screen computer, voice recognition software </li></ul></ul><ul><ul><li>Used in drill-and-practice programs (mostly with special needs students) </li></ul></ul><ul><li>Assistive Technology is important in an inclusive classroom </li></ul><ul><li>Areas of instruction in which AT can assist students (Lahm and Morissette) </li></ul><ul><li> – Organization – Note taking – Writing </li></ul><ul><li> – Academic productivity – Cognitive assistance </li></ul><ul><li>– Access to reference and general educational materials </li></ul><ul><li> ( http://www.ericdigests.org/2003-1/assistive.htm ) </li></ul>Types of Assistive Technology High Technology
  6. 6. <ul><li>Common Symptoms </li></ul><ul><ul><li>Impulsivity </li></ul></ul><ul><ul><li>Focus and listening problems </li></ul></ul><ul><ul><li>Disruptive behavior </li></ul></ul><ul><ul><li>Impatience </li></ul></ul><ul><li>Related Issues </li></ul><ul><ul><li>Conduct Disorders </li></ul></ul><ul><ul><li>Mood Disorders </li></ul></ul><ul><ul><li>Anxiety </li></ul></ul><ul><ul><li>Learning Disabilities </li></ul></ul><ul><li>Classroom Needs </li></ul><ul><ul><li>Routine </li></ul></ul><ul><ul><li>Goals and rewards </li></ul></ul><ul><ul><li>Minimal distractions </li></ul></ul><ul><ul><li>Supervision and rules </li></ul></ul><ul><ul><li>http://kidshealth.org/parent/medical/learning/adhd.html?tracking=P_RelatedArticle# </li></ul></ul>Students with ADHD
  7. 7. <ul><li>Desk Carrel </li></ul><ul><ul><li>Three-sided cardboard divider </li></ul></ul><ul><ul><li>Sits on the student’s desk to block distraction of peers </li></ul></ul><ul><li>Computers </li></ul><ul><ul><li>Can do a variety of activities </li></ul></ul><ul><ul><li>Have visual components that will keep students entertained </li></ul></ul><ul><ul><li>Touch Screen Computers ( http://www.synapseadaptive.com/edmark/prod/tw/default.htm ) </li></ul></ul><ul><ul><ul><li>Allow students to be even more involved in activities </li></ul></ul></ul><ul><ul><ul><li>Can be expensive </li></ul></ul></ul><ul><li>Smart Boards (Interactive Whiteboards) </li></ul><ul><ul><li>Teachers can record lessons for students to review later </li></ul></ul><ul><ul><li>Students can actively participate by writing on the board or telling the teacher and watching him or her write the response </li></ul></ul><ul><ul><li>Students will be enthusiastic to learn with gadgets like the Smart Board </li></ul></ul><ul><ul><li>Reading Activity with Starfall ( http://www.youtube.com/watch?v=_t0oZP7tJjA&feature=related ) </li></ul></ul>Resources for Students with ADHD
  8. 8. <ul><li>Creating Character Blogs </li></ul><ul><li>By Elizabeth Potash </li></ul><ul><li>http://www.readwritethink.org/classroom-resources/lesson-plans/creating-character-blogs-1169.html?tab=4#tabs </li></ul><ul><li>Involves a variety of activities </li></ul><ul><ul><li>Direct instruction by the teacher </li></ul></ul><ul><ul><li>Computer use </li></ul></ul><ul><ul><ul><li>Research </li></ul></ul></ul><ul><ul><ul><li>Creating blogs </li></ul></ul></ul><ul><ul><li>Student involvement </li></ul></ul><ul><ul><ul><li>Peer evaluation </li></ul></ul></ul><ul><ul><ul><li>Viewing Party </li></ul></ul></ul><ul><ul><ul><li>Assessments and Reflections </li></ul></ul></ul><ul><li>Students improve their literacy and writing abilities </li></ul><ul><li>Another way to understand a variety of texts (novels, plays, poems, short stories) </li></ul>Example Lesson for Students with ADHD
  9. 9. <ul><li>Students struggle academically because of their problems understanding language </li></ul><ul><li>Some hearing impaired students are </li></ul><ul><li>immature socially </li></ul><ul><ul><li>Can’t understand when multiple </li></ul></ul><ul><ul><li>conversation occur around them </li></ul></ul><ul><ul><li>Lack of behavioral skills, which children </li></ul></ul><ul><ul><li>learn from watching and listening to others </li></ul></ul><ul><li>Learning Styles </li></ul><ul><ul><li>Speech reading - watching teacher’s and peers lips as they speak </li></ul></ul><ul><ul><li>Visual learners </li></ul></ul>Students with Hearing Impairments
  10. 10. <ul><li>Personal Frequency Modulation (FM) systems </li></ul><ul><ul><li>The teacher wears a microphone and the student wears a receiver </li></ul></ul><ul><ul><li>Can amplify all sounds in a classroom, which can be distracting </li></ul></ul><ul><li>Note Takers </li></ul><ul><ul><li>Because students need to watch the lesson, they </li></ul></ul><ul><ul><li>are allowed to have a note taker, if needed </li></ul></ul><ul><li>Computerized Speech Recognition </li></ul><ul><ul><li>A computer makes a Word document out of speech </li></ul></ul><ul><ul><li>Benefits both the hearing impaired student and the rest of the class </li></ul></ul><ul><li>Hearing Aids </li></ul><ul><ul><li>Cochlear Implants </li></ul></ul><ul><ul><li>Hearing Aids (hook on the outside of the ear and are not permanent) </li></ul></ul>Resources for Hearing Impaired Students
  11. 11. <ul><li>Face the class when speaking </li></ul><ul><li>Use an overhead and other visual tools </li></ul><ul><li>When having a hard time understanding the student </li></ul><ul><ul><li>Ask them to repeat themselves </li></ul></ul><ul><ul><li>Use a pencil and paper if necessary </li></ul></ul><ul><li>Learn sign language, if desired </li></ul><ul><li>Be patient in dealing with all students </li></ul>Teaching the Hearing Impaired
  12. 12. <ul><li>A Poem of Possibilities: Thinking about the Future </li></ul><ul><li>By Susanne Rubenstein </li></ul><ul><li>http://www.readwritethink.org/classroom-resources/lesson-plans/poem-possibilities-thinking-about-943.html?tab=4#tabs </li></ul><ul><li>Students can visually understand the poem and see the teacher discuss it in front of the class </li></ul><ul><li>Develop writing skills </li></ul><ul><ul><li>Writing their own poem </li></ul></ul><ul><ul><li>Practicing revising and reference skills </li></ul></ul><ul><ul><li>Understand writing for different audiences </li></ul></ul><ul><li>Student involvement </li></ul><ul><ul><li>Can create bulletin boards, possibly with others </li></ul></ul><ul><ul><li>Learn to assess their efforts and could interact with other through assessment </li></ul></ul>Example Lesson for Hearing Impaired Students
  13. 13. <ul><li>Alternative Book Formats for Struggling Readers </li></ul><ul><ul><li>Large print books </li></ul></ul><ul><ul><li>Brail Books </li></ul></ul><ul><ul><li>Symbolized Text </li></ul></ul><ul><ul><li>Audio Books </li></ul></ul><ul><ul><li>Free Electronic Books </li></ul></ul><ul><ul><li>MobiPocket </li></ul></ul><ul><ul><li>Computer Books </li></ul></ul><ul><li>Portable Word Processor to Aid in Writing and Spelling </li></ul><ul><ul><li>AlphaSmart Technology (AlphaSmart 3000, Neo, Dana) </li></ul></ul><ul><ul><li>Personal Digital Assistant (PDA) </li></ul></ul><ul><ul><li>Laser PC6 (Perfect Solutions) </li></ul></ul><ul><ul><li>CalcuScribe </li></ul></ul>Other Resources for Special Needs Students AlphaSmart 3000
  14. 14. <ul><li>A High-Interest Novel Helps Struggling Readers Confront Bullying in Schools </li></ul><ul><li>By Cathleen Benson Quinn </li></ul><ul><li>http://www.readwritethink.org/classroom-resources/lesson-plans/high-interest-novel-helps-390.html?tab=4#tabs </li></ul><ul><li>Can incorporate a variety of texts (large print books, brail books, electronic books, etc) </li></ul><ul><li>Worksheets aid in understanding texts </li></ul><ul><li>Involves group activities </li></ul><ul><ul><li>Reading the text </li></ul></ul><ul><ul><li>Creating a poem, song, poster, artwork, or cheer on the subject </li></ul></ul><ul><li>By reading a text applicable to their lives, students will learn more and show enthusiasm for the subject and for reading </li></ul>Example Lesson for Struggling Readers
  15. 15. <ul><li>Become a Character: Adjectives, Character Traits, and Perspective </li></ul><ul><li>By Traci Gardner </li></ul><ul><li>http://www.readwritethink.org/classroom-resources/lesson-plans/become-character-adjectives-character-168.html?tab=4#tabs </li></ul><ul><li>Students write in a variety of ways </li></ul><ul><ul><li>Use the computer to create a Character Traits Interactive Chart </li></ul></ul><ul><ul><li>Write a Character Diary entry </li></ul></ul><ul><ul><li>Assess themselves and reflect on the project </li></ul></ul><ul><li>Students can use almost any assistive writing technology in this project, including: </li></ul><ul><ul><li>AlphaSmart devices </li></ul></ul><ul><ul><li>Word Processor </li></ul></ul><ul><ul><li>Spell Checker </li></ul></ul>Example Lesson for Improving Writing and Spelling
  16. 16. <ul><li>Two Major Types of Written Expression Problems: Product and Process Problems </li></ul><ul><li>Common Problems </li></ul><ul><ul><li>Need help focusing on their tasks </li></ul></ul><ul><ul><li>Memory problems </li></ul></ul><ul><ul><li>Trouble organizing and interpreting oral and visual information </li></ul></ul><ul><ul><li>May lack reasoning skills needed for reading and writing </li></ul></ul><ul><ul><li>Many are passive learners , which can prevent independent learning </li></ul></ul><ul><ul><ul><li>Do not believe in their abilities </li></ul></ul></ul><ul><ul><ul><li>Lack problem solving skills </li></ul></ul></ul><ul><ul><ul><li>Cannot tell when strategies are used </li></ul></ul></ul><ul><li>Academic Survival Skills </li></ul><ul><li> “ Skills needed to succeed in school, including regular and punctual </li></ul><ul><li>attendance, organization, task completion, independence, motivation, </li></ul><ul><li>and appropriate social skills” (Friend and Bursuck,521) </li></ul>Tips for Teaching Student with Learning Disabilities
  17. 17. <ul><li>When working with special needs students, lessons can be altered and assistive technology is necessary </li></ul><ul><li>Students are entitled to receive whatever assistive technology they need to learn and develop skills </li></ul><ul><li>A well thought out IEP is essential to a special needs student’s education </li></ul><ul><li>Teacher should research different types of assistive technology and incorporate a variety of resources in the classroom </li></ul><ul><li>Every student is different and deserves respect and the teacher’s best efforts in learning </li></ul><ul><li>More Tips on Teaching Special Needs Children </li></ul><ul><ul><li>http://www.youtube.com/watch?v=VDmUdZwwq2I </li></ul></ul><ul><ul><li>http://www.youtube.com/watch?v=7sF6An0465g </li></ul></ul>Summary
  18. 18. <ul><li>Bursuck, William ; Friend, Marilyn. Including Students with Special Needs: A Practical Guide for Classroom Teachers . 5 th ed. New Jersey, Pearson: 2009. </li></ul><ul><li>http://www.rjcooper.com/cole/mon2.jpg </li></ul><ul><li>http://sped.peabody.k12.ma.us/zoomtext.JPG </li></ul><ul><li>http://farm4.static.flickr.com/3056/2717696876_9a25c45616.jpg?v=0 </li></ul><ul><li>http://images.sodahead.com/polls/000228635/polls_no_child_left_behind_2327_198419_poll_xlarge.jpeg </li></ul><ul><li>http://svconline.com/mag/609SVC_feat_DSC03543_1.jpg </li></ul><ul><li>http://en.wikipedia.org/wiki/Assistive_technology </li></ul><ul><li>http://www.pharmacytimes.com/issue/pharmacy/2009/2009-06/RxfocusADHD-0609 </li></ul><ul><li>http://www.youtube.com/watch?v=_t0oZP7tJjA&feature=related </li></ul><ul><li>http://caineassociates.com/products/images/carrel.jpg </li></ul>Bibliography
  19. 19. <ul><li>http://www.zenchannels.com/eportfolio/uploaded_images/google-blog-example-729119.gif </li></ul><ul><li>http://www.ntid.rit.edu/current/audiology/images/services.jpg </li></ul><ul><li>http://www.asha.org/public/hearing/treatment/assist_tech.htm </li></ul><ul><li>http://seattlecentral.edu/users/aslarticulation/images/StudentsASL.jpg </li></ul><ul><li>http://4.bp.blogspot.com/_q-UM-CmvIiw/SArX5ySwQRI/AAAAAAAAAPc/sD4EIotNYDY/s320/deb+modeling+writing.JPG </li></ul><ul><li>http://images01.tzimg.com/cache/h3w4/500_1188336991_732913_69070282.jpg </li></ul><ul><li>http://www.indiana.edu/~iuadapts/img/alphasmart-large.jpg </li></ul><ul><li>http://www.gpat.org/resources.aspx?PageReq=GPATImp </li></ul><ul><li>http://www.youtube.com/watch?v=VDmUdZwwq2I </li></ul><ul><li>http://www.youtube.com/watch?v=7sF6An0465g </li></ul>Bibliography

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