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Technology supports students with special needs in the classroom in several ways: It encourages individualized lesson plans tailored to each student's unique learning capabilities. It helps special education students gain the social benefits of inclusion. It supports the principles of universal design for learning by allowing students to learn at their own pace and be hands-on. Software programs can be used for occupational therapy, building routines, developing coping skills, and individualizing sensory processing. Technologies like text-to-speech give special education students a voice when they otherwise would not have one. Overall, educational technologies have removed boundaries and restrictions, giving special education students limitless possibilities for learning.
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This document discusses how teachers can use technology to differentiate instruction to meet the individual needs of students. It defines differentiation as tailoring instruction based on student learning profiles, readiness, and interests. Some key technologies mentioned that can help with differentiation include Edmodo, a social learning network for teachers and students, and DreamBox, a math game program that provides automatic feedback. The document also outlines four main strategies for differentiation with technology: content, process, products, and learning environment. It notes that differentiation allows students more responsibility and engagement in their learning, but can be challenging for teachers to plan.
Supervised school visit ppt
This document discusses key aspects of elementary and middle school teaching. It covers 4 common aspects: the teacher, learner, content, and school environment. The teacher must be expertly organized, inspire students, and continually improve their skills. Learners have diverse backgrounds and develop through social interaction. Content includes the intended curriculum and managing risks. The school environment involves different classroom structures and maintaining a positive academic culture.
One Ning To Rule Them All
This document discusses the concept of "non-discussables" in schools. Non-discussables are important issues that everyone is aware of but avoids openly discussing due to anxiety and fear. Each school has its own non-discussables, such as poor leadership, decision-making processes, or underperforming teachers. By avoiding these issues, schools give problems license to continue. To change school culture, instructional leaders must enable open discussion of non-discussables to address issues impeding learning.
Co teaching
This document discusses co-teaching in regular education classrooms. Co-teaching involves two or more professionals sharing responsibility for a heterogeneous group of students in a classroom. There are several benefits to co-teaching including increased academic and social skills gains for students, as well as increased opportunities for direct teacher contact. The document outlines several co-teaching models and discusses key considerations for co-planning lessons, evaluating students, communicating, and defining teacher roles. It emphasizes that co-teaching requires shared instruction and responsibility between educators.
App4humphreyl
The document discusses Universal Design for Learning (UDL), which aims to make education accessible to all students by providing multiple means of representation, expression, and engagement. It was inspired by universal design in architecture, which aims to make buildings accessible to all. UDL principles recognize that students learn in different ways and encourage providing alternatives for how content is presented, how students demonstrate knowledge, and how students are motivated to learn. Technology plays an important role in UDL by allowing flexible presentation of content and diverse ways for students to demonstrate understanding. UDL has the potential to positively impact student learning by better meeting individual student needs and keeping all students engaged.
Blended learning - Online Learning and Traditional Learning
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
The Learning Spaces
The document discusses five key learning spaces that are important for students in the 21st century: the classroom and school, beyond the classroom, the electronic learning space, the individual learning space, and group learning spaces. Each space is examined in terms of strengths, weaknesses, and relevance to curriculum. The classroom and school provide structure, while experiences beyond the classroom add novelty. Technology enhances access to resources, and individual and group spaces develop self-direction and collaboration.
Professional Development Collaborative Material
This document provides information on a professional development collaborative material about collaboration between general and special education teachers. It will cover pre-service and in-service gaps impacting collaboration, appropriate accommodations to support student performance, and three collaborative models - team teaching, parallel teaching, and station teaching. Participants will apply what they learn through a "stump your partner" case study activity to assess comprehension. The goal is for collaborative teams to effectively share resources and strategies to address the needs of all students.
Adaptive assistive technology
This document discusses adaptive and assistive technologies that can help students with various disabilities or learning needs succeed in language arts classrooms. It provides examples of technologies that can assist students with cognitive difficulties like word prediction and text-to-speech software, physical difficulties like speech-to-text and enabling devices, sensory difficulties like screen readers and audio enhancement systems, at-risk students like interactive educational games and organizational platforms, and gifted/talented students like challenge-based programs and advanced online courses. The goal of these technologies is to help all students fully participate in and benefit from language arts instruction.
ECDC - Strengthening Community - Improving Quality
Kelty Kelley, the principal of ECDC, presented plans to the school committee to strengthen the preschool program. The presentation outlined proposals to:
1) Extend class time options to full days and include summer inclusion programs to better support students' needs.
2) Pilot single-age classrooms while continuing to evaluate the multi-age model.
3) Increase classroom connections by pairing inclusion students with typical peers.
4) Incorporate more technology like iPads, videos, and blogs to enhance learning and assessment.
5) Bring in experts to support teachers, staff, and families.
Similar to Tie powerpoint (20)
Providing Programming & Instruction to Beginning ELLs
Providing Programming & Instruction to Beginning ELLs
Blended learning - Online Learning and Traditional Learning
Blended learning - Online Learning and Traditional Learning
ECDC - Strengthening Community - Improving Quality
ECDC - Strengthening Community - Improving Quality
Tie powerpoint
- 1. By: Erin Judson National Louis University TIE 300
- 2. Tech In The SPED classroom. Encourages catered lesson plans to individual learning capabilities Helps SPED students reap the social benefits of inclusion Supports UNIVERSAL DESIGN
- 4. Based Programs USED FOR Occupational Therapy Routine Building Coping Skills Individualizes sensory processing
- 5. • Teachers can engage the entire class • Can make sure every student understands
- 7. • Teachers can keep track of the entire class Charts the ABC’s • Antecedent • Behavior • Consequence Allows easy communication between • Therapists • Teachers • Parents • Caretakers
- 8. Designated Behavior options so a busy teacher can make quick notes
- 9. Charts behaviors so teachers can make attainable goals based off the students individual progress
- 10. • Provides a cost effective way to teach • Creates a “one on one” atmosphere • Allows student to go at their own pace • Provides a way for parents and teachers to be more hands on
- 12. TEXT 2 SPEECH Gives SPED students a voice when they normally wouldn’t have one
- 14. Educational Software has given SPED students the ability to learn without boundaries or restrictions. The possibilities are now limitless.
- 15. Work Cited Hubbard, D. (2012, January 20). Technology gives special education students a voice. http://wayne.patch.com/articles/assistive-technologies-provide-students-with- a-voice Jackson, K. (2013, January 20). How technology is changing education for students with disabilities. http://edudemic.com/2013/01/how-technology-is-changing- education-for-disabled-students/ Lepi, K. (2012, September 09). The current state of special education. Retrieved from http://edudemic.com/2012/09/current-state-special-education/ Millroy, A. (2012, February 14). Technology opens up new worlds for children with autism. www.theglobeandmail.com/news/national/education/ primary-to-secondary/technology-opens-up-new-worlds-for-children-with- autism/article2338594/ Shah, N. (2011, October 21). When speech therapists are scarce, one on one sessions go online. http://presencelearning.com/collateral/PresenceLearning_Article_EdWeek_Oct20111 .pdf Sistach, F. (2010, November 20). Review: Behavior tracker pro. www.iautism.info/en/2010/11/27/review-behavior-tracker-pro