This document discusses teaching students with special needs in the classroom. It defines key terms like universal design for learning, assistive technology, individualized education programs, inclusion, and least restrictive environments. It also lists some common impairments that may require an IEP, such as autism, ADHD, and learning disabilities. The document provides examples of how assistive technologies like electronic atlases, talking word processors, and personal FM systems can help include students with ADHD, reading/writing difficulties, and hearing impairments in daily classroom activities by aiding with attention, writing, and listening.

1. Classroom Diversity Teaching those with Special Needs Stephanie Samuels

2. An introduction to special needs Key terms to understand: Universal design for learning (UDL) – approach to instruction that removes barriers to learning by providing flexibility in materials, methods, and assessments Assistive technology– any item, piece of equipment, or product system used to improve functional capabilities of individuals with disabilities Individual Educational Plan (IEP) – describes the measures teachers must take to accommodate the learning needs of a student with disabilities Inclusion- students with disabilities are supported in chronologically age-appropriate general education classes in their home schools and receive the specialized instruction delineated by their individualized education programs (IEP's) within the context of the core curriculum and general class activities Least restrictive environment - To the maximum extent appropriate, children with disabilities are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

3. Diverse Learners – who needs an IEP? Students with one or more of the following impairments/disorders may need an IEP: Autism Mental retardation ADHD Hearing or visual impairment Speech/language impairment Learning disabilities This list is by no means exhaustive; your classroom will likely include several special needs students, and they may have impairments that are not included here.

4. Q: How do I include students with special needs in my daily activities? A: Use a universal design for learning by incorporating the use of assistive technology into your regular lesson plans.

5. Types of Assistive Technologies No-technology" or "no-tech" refers to any assistive device that is not electronic. No-tech items range from a piece of foam glued onto the corners of book pages to make turning easier to a study carrel to reduce distraction. "Low-technology" or "low-tech" devices are electronic but do not include highly sophisticated computer components, such as an electronic voice-recording device or a "talking watch". "High-technology" or "high-tech" devices utilize complex, multifunction technology and usually include a computer and associated software. Note: This information was gathered from the following website: http://www.ericdigests.org/2003-1/assistive.htm

6. Q: What are some areas in which assistive technology can facilitate learning? A: Assistive technology can be used to help a student with his or her - organization - note taking - writing - academic productivity - access to reference and general educational materials - cognitive assistance * For detailed information on these areas, please visit this website: http://www.ericdigests.org/2003-1/assistive.htm

7. Q: Can you give some specific examples of how to go about using assistive technology in the classroom? A: I will use my 3rd grade classroom as an example. Within my classroom, I have students ADHD, reading and writing disabilities, and a hearing impairment. I will give an example of how I have adjusted my classroom activities to accommodate everyone’s needs.

8. Example #1: ADHD The technology: elctronic atlas Use: Great for holding the attention of students. For the students with ADHD, I would be sure to provide preferential seating during whole group tasks to enhance attention and support, use positive verbal praise to reinforce appropriate behaviors, and to re-direct inappropriate behaviors *More info: http://public.doe.k12.ga.us/DMGetDocument.aspx/Supporting_SWD_Participation_in_Typical_Classroom_Activities.pdf?p=6CC6799F8C1371F6FD8D894FF6ED583364611E352AD9CF6669483D120D35625B&Type=D

9. Example #2: reading/writing disabilities The technology: - a talking word processing program such as Write:OutLoud (Don Johnston) and IntelliTalk (IntelliTools) to assist in producing and editing computer-based written communication - a word prediction program such as Co:Writer (Don Johnston) to assist the student in producing computer-based written communication Use: Great for facilitation of non-group assignments such as writing in a daily journal *More info: http://public.doe.k12.ga.us/DMGetDocument.aspx/Supporting_SWD_Participation_in_Typical_Classroom_Activities.pdf?p=6CC6799F8C1371F6FD8D894FF6ED583364611E352AD9CF6669483D120D35625B&Type=D

10. Example #3: Hearing Impairments The technology: Personal frequency modulation (FM) systems are like miniature radio stations operating on special frequencies.Thepersonal FM system consists of a transmitter microphone used by the speaker and a receiver used by the listener. The receiver transmits the sound to a hearing aid either through direct audio input or through a looped cord worn around the neck. Use: Great for including hearing impaired students during class lectures *More info: http://www.asha.org/public/hearing/treatment/assist_tech.htm

11. References Definition of inclusion: http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf Definition of least restrictive environment: http://www.specialeducationadvisor.com/least-restrictive-environment-legal-judicial-and-practical-meaning/ Other sources: www.kidshealth.org/parent/positive/learning/iep.html http://www.ericdigests.org/2003-1/assistive.htm http://public.doe.k12.ga.us/DMGetDocument.aspx/Supporting_SWD_Participation_in_Typical_Classroom_Activities.pdf?p=6CC6799F8C1371F6FD8D894FF6ED583364611E352AD9CF6669483D120D35625B&Type=D