Assistive Technology Web Quest
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BianThis document discusses ways to create an inclusive classroom for students with disabilities. It defines the least restrictive environment (LRE) as placing students in general education classrooms with proper support. Methods for inclusion include co-teaching, having students spend most of their time in general education with support from resource rooms, using assistive technologies, and making accommodations for specific disabilities. For students with ADHD, planners and computer-assisted instruction can help, while for those who are hearing impaired, audio induction loops, sitting closer to the teacher, and reducing background noise are recommended.
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2) Students with auditory disabilities benefit from being closer to the teacher when speaking and removing noise distractions while visual aids are displayed.
3) Students with learning disabilities can be helped through extra directions, shorter assignments, sharing notes, and oral testing.
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This document discusses strategies for meeting the needs of students with disabilities in the general classroom. It defines common terms like ADHD, IEPs, inclusion and assistive technology. It then provides examples of assistive technologies and non-technology supports that can help students with ADHD, auditory disabilities and mild learning disabilities participate and succeed in classroom activities. Sample assistive technologies include audio books, talking calculators and hearing assistive systems. Non-tech supports include seating arrangements, visual aids, graphic organizers and reading aloud.
Individual students, individual needs
This document discusses strategies for meeting the needs of students with disabilities in the general classroom. It defines common terms like ADHD, IEPs, inclusion and assistive technology. It then provides examples of assistive technologies and non-technology supports that can help students with ADHD, auditory disabilities and mild learning disabilities participate and succeed in classroom activities. Sample assistive technologies include audio books, talking calculators and hearing assistive systems. Non-tech supports include preferential seating, graphic organizers and breaking work into chunks.
Working with Students with Special Needs
This document discusses assistive technologies and teaching strategies for students with special needs, including ADHD, auditory disabilities, and mild learning disabilities. It provides characteristics and challenges for each type of special need, as well as recommendations for assistive technologies and instructional modifications teachers can use to help students in these categories be more successful. These include tools like voice recognition software, audio books, FM systems, and study guides or shortened assignments. The goal is for teachers to have resources that allow them to meet each student's individual needs through comprehensive instructional support.
Assistive Technology Webquest
This document provides guidance for teachers on supporting students with special needs through Individualized Education Programs (IEPs) and accommodations. It discusses qualifying disabilities for IEPs, common IEP terminology like inclusion and accommodations, examples of typical accommodations in areas like presentation, response, timing, setting and testing, assistive technologies, and other strategies teachers can use to help students succeed.
Assistive Technologies for Students with Learning Disabilities and Special Needs
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.
Eulatylermodule6 webquest
This document discusses strategies for differentiating instruction to meet the needs of diverse learners in an inclusive third grade classroom. It recommends arranging students in a circular configuration with whiteboards to facilitate learning. Specific strategies are provided for students with ADHD, auditory disabilities, mild learning disabilities, and hearing impairments. The document emphasizes educating students in their neighborhood school regardless of disability, with necessary supports provided. References on inclusion, ADHD, learning disabilities, and assistive technology are also included.
Assistive Technology WebQuest
This document provides information about resources for differentiating instruction to meet the needs of students with various disabilities. It discusses ADHD, characteristics of ADHD, technological and non-technological resources for ADHD. It also discusses auditory disabilities, characteristics of auditory disabilities, and technological and non-technological resources. Finally, it discusses mild learning disabilities, characteristics of mild learning disabilities, and technological and non-technological resources.
Take action
The document discusses several teaching strategies for students with hearing impairments, including the language experience approach, Fitzgerald Key approach, and using Northampton charts to teach speech.
The language experience approach uses students' experiences to develop written texts and reinforce language skills. The Fitzgerald Key approach teaches sentence structure using meaningful word order patterns. Northampton charts are used to help deaf and hard of hearing students learn correct speech sounds.
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- 1. Assistive Technology WebQuest Brian Dotson Module 6
- 2. What is an Inclusive Classroom LRE (Least restrictive environment): a setting as close as possible to that of the general population in which a student with disabilities can learn (with proper support). This concept is enshrined in the NCLB Act and IDEA
- 3. Ways to Accomplish Inclusion Co-teaching in general education classroom Nearly half of students with disabilities spend about 80% of their time in the general ed. classroom (M. Friend). Collaboration Resource rooms with most time spent in gen. ed. classroom
- 4. Inclusion and ADHD Planners can aid students with ADHD Invisible clock: placed in the belt loop and reminds the student to concentrate Personalization & interest More hands-on activities to keep student interested Computer assisted instruction
- 5. Inclusion and the Hearing Impaired Audio Induction Loop (hearing aid) Teacher presentation Break up long sentences Have the student sit closer to the teacher Do not exaggerate lip movements Speak directly to student rather than to interpreter
- 6. Teaching and the Hearing Impaired Reduce background noise The teacher should stand in a well-lighted area of the room Audio should be interpreted into print Avoid standing in front of windows Use written announcements
- 7. Sources Images http://en.wikipedia.org/wiki/File:Hoergeraet_analog_050609.jpg http://cdn-write.demandstudios.com/upload//3000/200/60/0/33260.jpg http://www.aims.uiuc.edu/files/files/Featured_Schools/GCMS/GCMS__Co-teaching.jpg http://www.wealthwood.com/personalized-leather-gifts/E-736-compact-planners.htm Information http://www.mnabedisabilities.org/guide/assistive-technology/assistive-technology-addadhd http://www.as.wvu.edu/~scidis/hearing.html#sect3 http://en.wikipedia.org/wiki/Audio_induction_loop Including Students with Special Needs (M. Friend & W. Bursuck)