The document discusses assistive technology and instructional adaptations that can support students with exceptionalities. It defines IDEA and its provisions for free appropriate public education, least restrictive environments, protection from discrimination in testing, due process rights, and individualized education programs. It also describes characteristics and potential disabilities around learning disabilities, ADHD, emotional/behavioral disorders, autism, speech/language disorders, visual impairments, and hearing loss. The document provides examples of instructional strategies and adaptations teachers can use to support students with exceptionalities in core academic areas.

1. Exceptional
Students
And Assistive Technology

2. Question
• What does Public Law 94-142 , the Individuals with
Disabilities Education Act (IDEA/IDEIA) mean to you?

3. The Individuals with Disabilities Education Act
(IDEA)
Provision Description
A free and appropriate IDEA asserts that all students can learn, and everyone
public education is entitled to a free and appropriate public education.
IDEA requires that learners with exceptionalities be
Least restrictive environment placed in as typical an environment as possible while
their special needs are being met.
IDEA requires that tests be given in a student’s native
language by qualified personnel, and no single
Protection against discrimination instrument will be used as the basis for
in testing placement.
IDEA requires that parents have the right to be
involved in placing their children in special
Due process and parents’ rights programs, that they have access to school records,
and that they can obtain an independent evaluation of
their child.
IDEA requires that an individually prescribed
Individualized education instructional plan be devised for all students with
program exceptionalities.

4. Labeling Controversy
• Why are they controversial?
• Why are they necessary?

5. The Population of Students With Disabilities
Intellectual differences

6. Scenario
Tammy Fuller, a middle school social studies teacher, is
surprised when she scores Adam’s test. He seemed to be
doing so well. He is rarely absent, pays attention, and
participates in class activities. Why is his test score so
low? Tammy makes a mental note to watch him more
closely, because his behavior and test performance are
inconsistent.
In her second unit, Tammy emphasizes both independent
and cooperative work, so she prepares study guide
questions and has students answer them in groups. As
she moves around the room, she notices that Adam’s
sheet is empty. When she asks him about it, he mumbles
something about not having time the night before.
Because the success of the unit depends on students’
coming to class prepared, Tammy asks Adam to come in
after school to complete his work.

7. Scenario (cont.)
He arrives promptly and opens his book to the chapter.
When Tammy stops to check on his progress, his page is
blank; in another 10 minutes, it’s still empty.
As she sits down to talk with him, he appears embarrassed
and evasive. When they start to work on the questions
together, she discovers that he can’t read the text.
• How can we classify Adam’s problem?
• What characteristics are associated with this disability?
• How can Adam be supported?
• Assistive technology?
• Ipad apps?

8. Characteristics of Students with Learning
Disabilities
General Patterns Academic Performance
Attention deficits Reading Lacks reading fluency
Reverses words (e.g., saw for
Disorganization and tendency was)
towards distraction Loses place frequently
Lack of follow-through and Writing Makes jerky and poorly formed
completion of assignments letters
Has difficulty staying on a line
Uneven performance (e.g., very Is slow in completing work
capable in one area, very weak in
another) Math Has difficulty remembering math
facts
Hyperactivity and fidgeting Mixes columns (e.g., tens and
ones) in computing
Lack of coordination and balance Has trouble with word problems

9. Scenario
“For instance, there’s Rodney. You’ve seen him on the
playground. He’s cute, but his engine is stuck on fast. I can
barely get him to sit in his seat, much less work. When he sits
down to do an assignment, he’s all over his desk, squirming and
wiggling. The smallest distraction sets him off. He can usually do
the work if I can get him to stick to it, but it’s a challenge. I’ve
talked to his mother, and he’s the same way at home.”
•What is the nature of Rodney’s disorder
•What are the general characteristics associated with this
disorder?
•What can teachers do?
• Assistive technology?
• Ipad apps?

10. Attention Deficit/Hyperactivity Disorder (AD/HD)
• Often connected with a learning disability
• Characterized by:
• Easy distractibility and failure to listen
• Inordinate need for supervision
• Impulsiveness
• Frequent calling out in class and difficulty awaiting turns
• Three subcategories:
• Inattentive
• Hyperactive-impulsive
• Combined (includes characteristics of other two)

11. Scenario
Kyle comes in from recess sweaty and disheveled,
crosses his arms, and looks at the teacher defiantly. The
playground monitor has reported another scuffle. Kyle has a
history of these disturbances and is a difficult student. He
struggles with his studies but can handle them if provided with
enough structure. When he becomes frustrated, he sometimes
acts out, often ignoring the feelings an rights of others.
Ben, who sits next to Kyle, is so quiet that the teacher
almost forgets he is there. He never causes problems; in fact, he
seldom participates in class. He has few friends and walks
around at recess by himself, appearing to consciously avoid
other children.
•What disorder do both boys demonstrate”
•What are the general characteristics associated with this disorder?
•What can teachers do?
• Assistive technology?
• Ipad apps?

12. Behavior Disorders: General
Characteristics
• Impulsiveness and • Externalizing Behavior
difficulty conducting Disorders
socially acceptable • Hyperactive
interactions with others • Hostile
• Acting out and failure to • Cruel
follow school or • Defiant
classroom rules • Internalizing Behavior
• Poor self-concept Disorders
• Lack of awareness about • Socially withdrawn
the severity of their • Guilt
problems • Shy
• Frequent absences from • Depressed
school and low academic • Anxious
performance • timid

13. Autism Spectrum Disorders
• General characteristics may include
• Social withdrawal
• Deficiencies in cognitive and language processes
• Lack of verbal and nonverbal communication
• Repetitive stereotypic behavior (rocking, flapping arms, turning in
circles)
• Narrow and extensive attention to objects
• Average to above average intelligence to varying degrees of
intellectual disorders

14. Speech Disorders
Disorder Description Example
Articulation Difficulty in ‘Wabbit’ for
disorders producing certain rabbit
sounds, including ‘Thit’ for sit
substituting, ‘Onley’ for
distorting, and lonely
omitting
Fluency disorders Repetition of the “Y, Y, Y, Yes’
first sound of a
word (stuttering)
and other problems
in producing
“smooth” speech
Voice disorders Problems with the High-pitched
larynx or air or nasal voice
passageways in the
nose or throat

15. Symptoms of Potential Visual Problems
1. Holding the head in an awkward position when reading,
or holding the book too close or too far away
2. Squinting and frequently rubbing the eyes
3. Tuning out when information is presented on the board
4. Constantly asking about classroom procedures,
especially when information is on the board
5. Complaining of headaches, dizziness, or nausea
6. Having redness, crusting, or swelling of the eyes
7. Losing place on the line or page and confusing letters
8. Using poor spacing in writing or having difficulty in
staying on the line

16. Indicators of Hearing Impairment
1. Favoring one ear by cocking the head toward the
speaker or cupping a hand behind the ear
2. Misunderstanding or not following directions, and
exhibiting nonverbal cues (e.g., frowns or puzzled
looks) when directions are given
3. Being distracted or seeming disoriented at times
4. Asking people to repeat what they just said
5. Poorly articulating words, especially consonants
6. Turning the volume of loud when listening to
audio recordings, radio, or television
7. Showing reluctance to participate in oral activities
8. Having frequent earaches or complaining of
discomfort or buzzing in the ears

17. Instructional Adaptations to Help Students
With Hearing Disabilities
2. Supplement auditory presentations with visual
information and hands-on experiences.
3. Speak clearly and orient yourself so students can see
your face.
4. Minimize distracting noise.
5. Check frequently for understanding.

18. Roles for Teachers in Inclusive Classrooms
1. Identifying students with exceptionalities
2. Teaching students with exceptionalities content and
cognitive skills
3. Helping students with exceptionalities learn social skills
4. Developing classmates’ understanding and acceptance

19. Principles of Instruction For Teaching
Students With Exceptionalities
1. Utilize the effective teaching practices that
promote learning for all students.
2. Provide additional instructional support.
3. Design seatwork and homework activities to
match the needs of students with
exceptionalities.
4. Adapt and supplement reading materials to
meet the learning needs of students.
5. Actively teach learning strategies.
6. Implement plans for the social integration and
growth of learners with exceptionalities.

20. Adaptation
• Model correct solutions on the
Instructional Adaptations for Students with
Math
chalkboard.
Use peer tutors to explain problems.
• Break long assignments into shorter ones.
• Encourage the use of calculators and
other aids.
Reading
Exceptionalities
• Use supplemental reading materials at appropriate levels.
• Use study guides that identify key concepts.
• Preteach difficult concepts before assigning reading.
• Use group assignments that encourage
students to assist each other.
Spelling • Avoid spelling as a grading criterion.
• Focus on spelling in other content areas.
• Stress mastery of short lists of words.
• Encourage students to proofread their work.
• Increase time allocated to writing assignments.
• Allow assignments to be typed.
Writing • Allow reports to be taped or dictated to others.
• Encourage daily writing with short, high-interest assignments.