You are a teacher who has a few students that require you to differentiate your instruction. Three have been diagnosed with ADHD, while one has an auditory disability, and requires a special device in order to hear. In addition, you have a number of students that have mild learning disabilities that impact all areas, especially reading and writing. As you prepare for the school year, you ask yourself, "What resources do I have in order to help me meet my students' needs?"

1. RESOURCES TO HELP
STUDENTS
ASSISTIVE TECHNOLOGY

2. WHAT IS ASSISTIVE TECHNOLOGY
• According to the Georgia Department of Education: “Assistive technology
devices and services were first defined in federal law in the Individuals with
Disabilities Education Act of 1990 (Public Law 101-476). These definitions
remained unchanged until 2004 with the passage of the Individuals with
Disabilities Education Improvement Act (Public Law 108-446) when an exemption
to the definition of an assistive technology device was added to clarify a school
system’s responsibility to provide surgically implanted technology such as
cochlear implants. ” (Georgia Department of Education, 2014)
•

3. STUDENTS WITH MILD DISABILITIES (NOTE-TAKING)
• Color Coded Note-Taking – helps students organize information and learn how to
group subjects .
• Putting and worksheets on a teacher’s websites allows the students to reference notes
even if they lose them.
• Video-taping lessons – a teacher could also post these on their website which would
help visual learners who have missed class or simply want to access the information
again.
• Having students use laptops or Chromebooks to learn how to take notes while also
helping them with the mechanics of typing. Since most schools no longer have
keyboarding classes, this could be a great way to achieve two goals.

4. STUDENTS WITH MILD DISABILITIES (WRITING)
• Word Processing - in a digital age it is important that students learn how to
properly write letters, emails, essays, and narratives on a computer. Also, in
Georgia, the written portion of the Milestones ELA test is now given on the
computer.
• Word processors will also help students with proper spelling, grammar, and
punctuation. Teachers should not allow students to depend completely on
Spelling and Grammar checkers, but should learn to value and utilize them.
• Motivation – To help motivate students, teachers encourage students to use
pictures and symbols as a part of their non-formal writing. This will help them see
writing as a form of expression they utilize all the time in texts, memes, and other
online forms of communication

5. RESOURCES TO HELP STUDENTS WITH HEARING
IMPAIRMENTS
• Personal frequency modulation (FM) systems - these are like in class-radio stations. The
personal FM system would allow the teacher to speak into a microphone which would
directly transmit a signal to any student wearing a hearing aid.
• Induction Loop Systems – Similar to the FM system, these work by having with hearing
aids and require the teacher to speak into a microphone. Using a wire implanted in
the room, usually under the carpet, an induction loop system puts out an
electromagnetic signal which goes directly to a person’s hearing aid. Better for larger
rooms
• One-to-One Communicators – similar to the above systems, but mainly used for when
the teacher would want to talk only to a specific student who has a hearing
impairment.

6. HELPING STUDENTS WITH ADHD
• Many students in today’s classrooms deal with ADHD, which can make learning a
struggle.
• How do we as teacher’s help?
• Explaining Figurative Language - students who are easily distracted, may not pick
up on the nuances of language. Furthermore, they may not even realize they are
missing certain meanings when others are speaking. Teachers, especially in ELA
classes, should take time to slow down and make sure students understand irony,
sarcasm, and other elements of figurative language.
• Highlight Visuals- this helps students minds stay active because they are required
to associate the teachers words with an image.

7. OTHER IDEAS FOR HELPING STUDENTS
• Especially for teachers who have a block schedule like my school system does, it
can be a challenge to keep student engaged for 90 minutes. Instead of looking at
a lesson as on educational “block,” teachers should consider taking the students
for a “ride.”
• A great way to help students is to provide Brain Breaks.
• Dr. Lori Desautels states that “A brain break is a short period of time when we
change up the dull routine of incoming information that arrives via predictable,
tedious, well-worn roadways. Our brains are wired for novelty because we pay
attention to any and every stimulus in our environment that feels threatening or
out of the ordinary.” (Desautels, 2016)

8. MAKING CLASS INTERESTING
• Brain Breaks allow the teacher to give the students a chance to stay engaged in a way
that allows their mind to move away from the conventional lesson.
• For example. After forty-five minutes of instruction, the teacher could give the
students, the teacher could spend one minute reading a story. Then, the students
could individually or in pairs complete the story in a silly way. Brain breaks should not
take more than five minutes. The teacher can then begin the second half of the lesson
with the students having had a fun activity to create.
• Also, to keep students engaged, teachers should incorporate activities that involve
socialization. Research suggests that peer-interaction requires students to stay
involved because they have to respond to those looking directly at them and
depending on them to contribute.

9. REFERENCES
• American Speech-Language Hearing Association. (n.d.).Hearing Assistive Technology.
Retrieved June 10, 2016, from http://www.asha.org/public/hearing/FM-Systems/
• Behrmann, M., & Kinas, M. (2002). Assistive Technology for Students with Mild
Disabilities: Update 2002. ERIC Digest. Retrieved June 11, 2016, from
http://www.ericdigests.org/2003-1/assistive.htm
• Boring, J., & Boring, M. (n.d.). How to Get Through to ADHD/LD Kids. Retrieved June
12, 2016, from http://www.additudemag.com/adhd/article/11368.html
• Georgia Department of Education. (2014). Definition of Assistive Technology.
Retrieved June 12, 2016, from http://www.gpat.org/Georgia-Project-for-Assistive-
Technology/Pages/Assistive-Technology-Definition.aspx

10. REFERENCES PART TWO
• Morris, K. (2015, May 28). Great Websites for Teachers who have Students with
ADHD. Retrieved June 11, 2016, from http://www.adhdkidsrock.com/websites-for-
teaching-students-with-adhd/
• Desautels, L. (2015, January 14). Energy and Calm: Brain Breaks and Focused-
Attention Practices. Retrieved June 11, 2016, from
http://www.edutopia.org/blog/brain-breaks-focused-attention-practices-lori-
desautels