This document discusses strategies for working with students who have special needs. It outlines various conditions that may require special education services, such as learning disabilities, ADHD, and autism. Key strategies discussed include developing individualized education plans that set learning goals and accommodations for each student. The document also explores assistive technologies like hearing aids, text-to-speech software, and voice recognition programs that can help students with impairments. Additional methods mentioned are graphic organizers, timers, smart pens, and clickers that aid focus and comprehension. The overall goal is to improve educational outcomes through tailored support.

1. WORKING WITH STUDENTS WITH
SPECIAL NEEDS
Assistive Technology

2. OVERVIEW
 A special need may be either a learning or
functioning disability. The list of conditions that may
designate a student as having a special need
includes the following:
 Hearing or visual impairment
 Emotional disorder
 Physical limb impairment
 Attention deficit hyperactivity disorder (ADHD)
 Cognitive challenges
 Autism
 Speech or language impairment
 Developmental delay

3. WAYS TO ENHANCE THE STUDENT
EXPERIENCE
 Individualized Education Plan (IEP)
 Assistive Technology
 Hearing Assistive Technology
 Optical Character Recognition
 Speech-Recognition Technology
 Non-Technology options
 Graphic Organizers
 Clickers,
 Smart Pens
 Timers
Examples of Resources and Instructional Strategies

4. THE INDIVIDUALIZED EDUCATION PLAN (IEP)
 An official, educational plan of action that identifies
and addresses the unique needs of individual
students with special needs and disabilities.
 The IEP includes the following:
 Statement of current performance of the student
 Any special education or services provided to the student
 An annual performance goal for the student
 The recommended and approved accommodations to meet
goals
 Evaluation of performance measures

5. THE INDIVIDUALIZED EDUCATION PLAN (IEP)
 The purpose is to improve educational results of
these students by creating specific educational
goals and plans.
 The IEP is created in partnership with
parents, teachers, and other
administrators, including counselors.
 Most services and accommodations are
completed in the regular classroom as much as
possible; however, special school environments
may be provided to allow more individualized
attention.

6. HEARING ASSISTIVE TECHNOLOGY (HATS) OR
ASSISTIVE LISTENING DEVICE (ALD)
 Personal frequency modulation (FM) system
 Wireless system that helps people to better understand
speech in environments that may be noisy or large to
the point where sound may get lost.
 Operates similar to a miniature radio station
 Has special frequencies assigned by the FCC
 Consists of the following:
 Transmitter microphone for the speaker
 Receiver that transmits the sound to the hearing aid of the
listener

7. OPTICAL CHARACTER RECOGNITION
FOR READING & WRITING
 Display and read aloud text on a computer
screen
 The text may be typed in or scanned from
printed pages, or text from the internet.
SPEECH-RECOGNITION PROGRAMS
FOR READING & WRITING
 Captures and displays words as the student
reads or speaks aloud into a microphone.
Dragon Naturally Speaking
WYNN

8. CLASSROOM CLICKERS
FOR STUDENTS WITH ADHD
 Engages the students
 Draws and maintains attention and focus to the lesson
 Provides immediate feedback
TIMERS (NON-TECHNOLOGY) FOR STUDENTS WITH ADHD
SMART PEN
FOR STUDENTS WITH ADHD
 Records spoken words and synchronizes them with notes written by
the student
 While taking notes, the student can record and later playback the
lecture
 Is very helpful when students get temporarily distracted
 Helps students remain focus for a specific time-frame
 Is useful for classroom management
Livescribe
Turningpoint

9. GRAPHIC ORGANIZERS FOR LEARNING
DISABILITIES
 Graphic Organizers are used to help students
better understand concepts. Students with learning
disabilities may have difficulty in comprehending
concepts or expressing their understanding through
traditional written/essay formats
 Using GOs, such as diagrams or concept maps that
help them organize and make
interpretations, students are better able to
receive, store, and retrieve information.
 Online graphic organizers are available, but not
required. Traditional paper GOs work very well.
A learning disability is a “neurological disorder that affects the
brain’s ability to receive, process, store, and respond to
information

10. REFERENCES
 American Speech-Language-Hearing Association. (n.d.). Fm systems. Retrieved from
http://www.asha.org/public/hearing/FM-Systems/
 Duffy, F. (2012). The write tools for adhd students. Retrieved from
http://www.additudemag.com/adhd/article/9365.html
 Ketcham, L. (2010, April 16). Online graphic organizers for use with special education
students. Retrieved from http://www.mangomon.com/online- graphic-organizers-for-use-
with-special-education-students/
 Levy, J. (n.d.). What is an iep?. Retrieved from http://www.ncld.org/students- disabilities/iep-
504-plan/what-is-iep
 Nemour Foundation. (n.d.). Individualized education programs (ieps). Retrieved from
http://kidshealth.org/parent/positive/learning/iep.html
 Raskind, M., & Stanberry, K. (2009). The best software and gadgets for adhd students.
Retrieved from http://www.additudemag.com/adhd/article/6585.html
 Shelton, K., Procailo, M., & Miller, A. (n.d.). Technology for adhd students. Retrieved from
http://kerryshelton.weebly.com/technology-for-adhd-students.html