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   Teacher feels that student is not on grade level
    and struggling
   RTI gets involved
   RTI does not work then referral to school
    psychologist
   The school psychologist test the students
   If students qualify, they are then placed in the
    special education program
   Students with special needs are identified by
    their area of disability
   Specific Learning Disability
   Mildly Intellectually Disabled
   Other Health Impaired
   Severely Intellectually Disabled
   Moderately Intellectually Disabled
   Profound Intellectually Disabled
   Have access to Least Restrictive Environment

   "Least restrictive environment" means that a student
    who has a disability should have the opportunity to be
    educated with non-disabled peers, to the greatest
    extent appropriate. They should have access to the
    general education curriculum, extracurricular
    activities, or any other program that non-disabled
    peers would be able to access. The student should be
    provided with supplementary aids and services
    necessary to achieve educational goals if placed in a
    setting with non-disabled peers.
    (http://en.wikipedia.org/wiki/Least_Restrictive_Envi
    ronment)
   Under the inclusion model, students with
    special needs spend most or all of their time
    with non-disabled students. Implementation of
    these practices varies. Schools most frequently
    use them for selected students with mild to
    severe special needs.
   The IEP team decides on the services that the
    student will receive
   The IEP team will also decide what
    accommodations the student will receive
   Accommodations are put in place in order to
    help the student access the LRE
   Students that have been diagnosed with
    ADD/ADHD often need help with
    Organization.
   Give student a hard copy of how you want the
    class notebook organized
   Give student dividers and label dividers for
    them
   When copying notes from board give student a
    skeleton copy so that they can fill in while
    following along.
   Note taking assistance-Give skeleton Notes
   When writing-students may need a computer
    to help with spelling, organization and final
    drafts on papers.
   Math- Use of calculator
   Reading difficulties- Use of e-books or books
    on tape
   Copy of finished notes with examples of work
    may be given at the end of class to take home
    for parental assistance on homework
   Students with auditory disabilities may need
    an FM system
   Seat close to teacher and board
   Captioned videos when watching movie or TV
   Provide a copy of notes
   Talking text
   Bold face key vocabulary when displaying on
    smart board

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Assistive technology web_quest_vicki_dowse

  • 1.
  • 2. Teacher feels that student is not on grade level and struggling  RTI gets involved  RTI does not work then referral to school psychologist  The school psychologist test the students  If students qualify, they are then placed in the special education program  Students with special needs are identified by their area of disability
  • 3. Specific Learning Disability  Mildly Intellectually Disabled  Other Health Impaired  Severely Intellectually Disabled  Moderately Intellectually Disabled  Profound Intellectually Disabled
  • 4. Have access to Least Restrictive Environment  "Least restrictive environment" means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers. (http://en.wikipedia.org/wiki/Least_Restrictive_Envi ronment)
  • 5. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Implementation of these practices varies. Schools most frequently use them for selected students with mild to severe special needs.
  • 6. The IEP team decides on the services that the student will receive  The IEP team will also decide what accommodations the student will receive  Accommodations are put in place in order to help the student access the LRE
  • 7. Students that have been diagnosed with ADD/ADHD often need help with Organization.  Give student a hard copy of how you want the class notebook organized  Give student dividers and label dividers for them  When copying notes from board give student a skeleton copy so that they can fill in while following along.
  • 8. Note taking assistance-Give skeleton Notes  When writing-students may need a computer to help with spelling, organization and final drafts on papers.  Math- Use of calculator  Reading difficulties- Use of e-books or books on tape  Copy of finished notes with examples of work may be given at the end of class to take home for parental assistance on homework
  • 9. Students with auditory disabilities may need an FM system  Seat close to teacher and board  Captioned videos when watching movie or TV  Provide a copy of notes  Talking text  Bold face key vocabulary when displaying on smart board