The document discusses assistive technologies that can help students with disabilities in the classroom. It defines assistive technologies as devices that increase functional capabilities for those with disabilities. Examples mentioned include wheelchairs, hearing aids, and software programs. The document also outlines technologies that can aid students with specific disabilities like auditory processing disorders, ADHD, and mild learning disabilities. Resources and strategies teachers can use to help these students, such as visual reminders, organization tools, and modified materials are provided.
This is a PowerPoint Presentation about Assistive Technology and its use with Special Needs Students. This was completed as part of a Webquest on Assistive Technology for one of my M.Ed. classes.
This is a PowerPoint Presentation about Assistive Technology and its use with Special Needs Students. This was completed as part of a Webquest on Assistive Technology for one of my M.Ed. classes.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Handout for a workshop presented for SPOT on DD in August 2011. Video files have been removed for privacy reasons.
Further resources and links
AAC Myths and Legends
Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18:3, 174-185
YAACK http://aac.unl.edu/yaack/
DynaVox Implementation Toolkit http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=7
Communicative Competence
Light, J. Toward a Definition of Communicative Competence for Individuals using Augmentative and Alternative Communication Systems,(1989). Augmentative and Alternative Communication,5, 137-144
Aided Language Displays
ComTEC Information Sheet on Aided Language Displays
Communication Displays for Engineered Adolescent Environments from Pamela Elder and Carol Goossens’
Boardmaker Share
CHAT-Now
CHAT-Now (manual and CD)
Pragmatics
Dewart and Summers Pragmatics Profile
PODD
Pragmatically Organised Dynamic Displays (PODD)
PODD Communication Books: Direct Access Templates
Videos of Callaghan using PODD (from YouTube)
Core Vocabulary
Core Vocabulary list from University of Lincoln Nebraska
WordPower video (from YouTube)
Pixon
Core Vocabulary board to supplement ALDs from Disability Services Commission, WA
The Language Stealers video (from YouTube)
Communication Technology
Range of speech generating devices from Spectronics
DynaVox Devices
DynaVox Vmax with EyeMax
iPad/iPod touch Apps for AAC list
AAC Apps – Speaking Appropriately
AAC RERC White Paper: Mobile Devices and Communication Apps
Small Talk
SmallTalk for Children and Adults
Sequenced Social Scripts
One Voice video (from YouTube)http://www.youtube.com/watch?v=w5ZlUnU8Oeo
Presentation at the Education Session of the American Art Collaborative (AAC) Linked Open Data Initiative, 31 March 2015. http://americanartcollaborative.org/
This presentation is set for 15 seconds before each slide advances. While in slide show mode, you can advance manually if you prefer. The references are cited in the notes page.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Overview
Working with a teaching a child that has special needs is an inevitable
event in the field of education. As teachers we are introduced to a very
wide range of disabilities and needs. Some of our students have
emotional issues, many have special mental needs, as well as
physical disabilities. Because every child is entitled to an education,
and it is our job to make sure this happens, we must know to do this
properly. In this presentation I will be focusing on ADHD, some mild
learning disabilities, and assistive technologies and their use in the
classroom.
An Assistive Technology Device is defined as "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 the functional capabilities of individuals with disabilities (Ramp
Up)“ These devices may be categorized as no technology, low
technology, or high technology. Wheelchairs, amplifiers, and
accessibility technology are just a few of the types of assistive devices
that are available for and used by our students.
3. Auditory Processing Disability
When a student has a APD they have the ability to hear,
but not necessarily to listen and properly process. There
are currently 5% of school-aged children who have this
disorder. Their disability causes them to have difficulties
receiving, sequencing, and applying information that they
have heard. The behavior exhibited by children with this
type of disability is often mistaken to be that of a child that
has ADHD. Typically, these children have a hard time
following directions, and are often fidgety or distracted
during learning. While in school, our children are taught
how to become “active listeners.” If a child has this order,
and it is not handled properly they will struggle
academically, and begin to develop language and speech
delays.
4. Types of Auditory Processing Disabilities
Auditory Discrimination
-The ability to notice,
compare and
distinguish the distinct
and separate sounds
in words. This skill is
vital for reading.
Auditory Figure-Ground
Discrimination
-The ability to pick out
important sounds from
noisy backgrounds
Auditory Memory
-Recalling information
heard either a long or
short time ago.
Auditory Sequencing
-Being able to
comprehend and recall
words in the proper
order.
5. Assistive Hearing Technologies for
Students
One-to-one communicators
The speaker, regardless of who they are, uses a microphone
when speaking to the student. The sound is transmitted directly
to student’s earpiece, in which they are in control of the volume.
Personal FM systems
Similar to radio technology, the speaker uses a transmitter
microphone that transmits to the student’s receiver. These
systems can be used in school, church, theaters, etc.
Augmentative and alternative communication (AAC) devices
The use of technology such as picture boards or computer
programs that synthesize speech from text, to help the child
express themselves.. help people with communication disorders
to express themselves.
Hearing loop systems
The use of electromagnetic energy to transmit sound.
Personal Amplifiers
6. ADHD
“I sit next to a window in math class, and I can’t filter
out the noises coming from the playground. The
noises make it hard for me to listen to the teacher.” -
Martha, third grade
The above statement, made by a child who was
diagnosed as ADHD, makes it easy to see how it is
sometimes difficult to decipher between ADHD and
auditory processing disorder.
ADHD is one of the most common neurodevelopmental
disorders of childhood. It is usually first diagnosed in
childhood and often lasts into adulthood. Children with
ADHD may have trouble paying attention, controlling
impulsive behaviors (may act without thinking about
what the result will be), or be overly active.
(www.CDC.gov)
7. ADHD at School
There are a number of things
that teachers can do to help
their ADHD students, such
as:
Establishing rules and
routines.
Accommodate them by
offering more time to
complete assignments,
allow movement, peer role
models, and the reduction of
possible distractions.
Positive relationships with
both the student and
parents.
Visual reminders and an
increase in hands on
activities.
Low-tech flow charting, task
analysis, webbing, and
8. Mild Learning Disabilities
Most students with mild
intellectual disabilities appear
very similar to others in school,
except for the fact that they
learn academic materials
much more slowly than others
They are typically low
achieving, with poor social
skills, and deficits in memory
and motivation (education.
com) These students make up
nearly 60% of students who
are currently receiving special
services in school.
Slow rate of maturation
Delayed conceptual
development
Difficulties converting ideas
and feelings into words.
Limited attention span and
retention abilities
Poor adaptive behaviors
Immature or inappropriate
personal behavior
Low self-esteem and
emotional disturbance.
Characteristics:
9. How We Can Help…
Resources: Application:
Word processing
programs.
Word prediction software.
Communication and
networking activities that
allow for communication
that goes beyond
classroom walls.
Hyperlinks, which help
students to make
connections between
resources.
Organization
Flow charting, webbing,
outlining, etc.
Note taking
Microcassette voice
recorders, notes typewritten
by teacher, etc.
Writing assistance
Word processors that have
tools such as spell/grammar
checker and a thesaurus.
Access to reference materials
Cognitive assistance
Software with drills, practices,
and simulations
Materials modification
10. Sources Cited
Behrmann, Michael M. (1995). Assistive Technology for Students with
Mild Disabilities. Retrieved from
https://www.teachervision.com/assistive- technology/teaching-methods/
3791.html
CDC. (2014). Facts about ADHD. Retrieved from
http://www.cdc.gov/ncbddd/adhd/facts.html
Dendy, Zeigler Chris, ADDitude Editors. (2013). ADHD at School:
Teachers Resources and Tips. Retrieved from
http://www.additudemag.com/adhd/article/4039-5.html
Gurian, Anita Ph.D, Schwartz, Susan.(2013). About Learning
Disabilities: What's an Auditory Processing Disorder. Retrieved from
http://www.additudemag.com/adhd/article/921.html
Hasselbring, Ted S., Williams Glaser, Candyce H. Use of Computer
Technology to Help Students with Special Needs.(2000). Retrieved
from
http://futureofchildren.org/publications/journals/article/index.xml?j
our nalid=45&articleid=204§ionid=1329
Hearing Assistive Technology. (2014). Retrieved from
http://www.asha.org/public/hearing/treatment/assist_tech.htm
11. Sources Cont.
NCLD Editorial Team.(2012). Auditory Processing Disorders. Retrieved
from http://www.ncld.org/types-learning-disabilities/adhd-related-issues/
auditory-processing-disorders/auditory-processing-disorders
Ramp Up to Access: Assistive Technolgy. (2000). Retrieved from
http://uts.cc.utexas.edu/~wilbur/access/assistive.html
Rosenberg M.S., D.L., Westling, McLesky J.(2010). FAQ Sheet About
Students with Mild Intellectual Disabilities. Retrieved from
http://www.education.com/reference/article/faq-students-mild-intellecutal-
disabilities/
Special Education Support Service. Mild General Learning Disabilities.
Retrieved from http://www.sess.ie/categories/general-learning-disabilities/
mild-general-learning-disabilities
The Nemours Foundation.(2014). Auditory Processing Disorder. Retrieved
from
http://kidshealth.org/parent/medical/ears/central_auditory.html
The NIDCD.(2011). Assistive Devices for People with Hearing, Voice,
Speech, or Language Disorders. Retrieved from
http://www.nidcd.nih.gov/health/hearing/pages/assistive-devices.
aspx