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.

1. Individual Students, Individual NeedsMeeting the needs of students with disabilities

2. Teaching Students with Special NeedsStudents with disabilities typically need special accommodations in order to succeed in the general classroom. In order to ensure that these students’ needs are being met, general education teachers must collaborate with special education teachers and parents to create support strategies to benefit these students.

3. How can we meet the needs of these students?In this PowerPoint, I have presented several resources and instructional practices to meet the needs of students with Attention Deficit Hyperactivity Disorder(ADHD), auditory disabilities, and mild learning disabilities.

4. Let’s Begin with Some TermsAttention Deficit Hyperactivity Disorder (ADHD)- one of the most common neurobehavioral disorders of childhood that causes inattentiveness, over-activity, impulsivity, or a combination of the threeIndividualized Education Programs (IEP)- a program that provides special services for children with difficulty learning and functioning

5. Inclusion- an approach in which students with special needs spend the majority of their time in the general education classroom with students without special needsLeast Restrictive Environment- provides students with disabilities with the opportunity to be educated with non-disabled peers, to the greatest extent appropriate.Assistive Technology (AT)- technology that promotes independence through the use of assistive, adaptive, and rehabilitative devices

6. Six Steps to finding AT SolutionsStep 1: Collect child and family information. What are the child’s strengths , abilities, and needs?Step 2: Identify activities for participation. What activities is the child involved in?

7. Step 3: Make observations that indicate the intervention’s success. What is his/her current level of participation and what observable behaviors will reflect an increase in independent interactions?Step 4: Brainstorm AT solutions. Do the child’s needs include supports for movement, communication, and/or use of materials?

8. Step 5: Try it out. When will the AT intervention begin?Step 6: Identify what worked. What should be done differently?

9. AT Support for Students with ADHDInvisible Clock - A device worn on the belt that can be set to give students a specific amount of time to work on an assignmentElectronic Math Worksheets- software programs that can help students organize, align, and work through math problems on a computer screen

10. Portable Word Processors - A transportable device that allows students with difficulty writing by hand to use a keyboardAudio Books - A recording of a text being readTalking Calculators - calculators providing instant audi0 and visual feedback

11. Non-Technology Support for Students with ADHDSeat away from doorsAvoid clutterProvide checklistsUse graphic organizersBreak work into chunksUse acronymsAct out storiesUse manipulatives

12. AT Support for Students with Auditory DisabilityHearing Assistive Technology Systems (HATS)- Provide students with the option of transmitting sounds directly to their hearing aidsFM/Infrared Systems: receiver transmits sounds from transmitter microphones to hearing aid

13. One-to-One Communication: one person speaks into microphone, which amplifies and delivers sound to hearing aidNon-Technology Support for Students with Auditory DisabilityWrite important directions on boardUse a wide range of visual aidsProvide outlines of lessons/activities in advanceProvide preferential seating

14. Students with Mild Learning DisabilitiesAT SupportWord processing- makes writing legible and provides spelling and grammar checker, use of tables and charts to organize information, and opportunities for outliningAudio booksNon-Technology SupportGraphic OrganizersPicture symbols to illustrate key pointsOutlinesRead alouds

15. ReferencesAssistive technology. (n.d). Retrieved from wikipedia:http://en.wikipedia.org/wiki/Assistive_technologyBehrmann, M. (1995). Assistive technology for students with mild disabilities. Eric Digest(529). Retrieved fromhttp://www.parentpals.com/gossamer/pages/Detailed/910.htmlBehrmann, M., & Jerome, M.K. (2006). Assistive technology for students with mild disabilties. Council for exceptional children (CEC), Division of learning disabilties (DLD). Retrieved from http://www.education.com/reference/article/Ref_Assistive_Technology/Behrmann, M., & Jerome, M.K. (Jauary 2002). Assistive technology for students with mild disabilities. Eric Digest. Retrieved from http://www.ericdigests.org/2003-1/assistive.htm

16. Georgia Department of Education. (2005). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modifications, and assistive technology solutions. Retrieved from http://www.ericdigests.org/2003-1/assistive.htmHearing assistive technology. (1997). American speech-language-hearing association. Retrieved from http://www.asha.org/public/hearing/treatment/assist_tech.htmHelp for young learners: How to choose AT. (2006). National Center for Technology Innovation and Center for Implementing Technology in Education. LD Online. Retrieved from http://www.ldonline.org/article/8088Kids Health. (1995). Individualized education programs. Nemours foundation. Retrieved from http://kidshealth.org/parent/positive/learning/iep.html