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Supporting Students with Disabilities

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Page 1: Students with disabilities
Page 2: Students with disabilities

INDIVIDUALIZED EDUCATION PLANS

Students who are having difficulty or delays in learning could be eligible for an

Individualized Education Program (IEP), in which the student will receive special

services to accommodate their individual needs. According to KidsHealth (2014),

students may need an IEP due to:

• learning disabilities

• attention deficit hyperactivity disorder (ADHD)

• emotional disorders

• cognitive challenges

• autism

• hearing impairment

• visual impairment

• speech or language impairment

• developmental delay

Page 3: Students with disabilities

INDIVIDUALIZED EDUCATION PLANS

• Students who need mild intervention may benefit from a plan made implemented by

the general teacher, and students with more severe cases may need to go to a

special resource room in the school or a different school that specializes in students

with disabilities.

• Once a student has been referred and evaluated as needing an IEP, the teacher can

work with the parents and specialist to develop an individualized plan for the student.

• In the IEP plan, there will be short and long term goals, support services in and

outside of the classroom such as therapy or counseling, assistive technologies such

as hearing aids or speech generating devices, and other accommodations deemed

necessary for the student.

• The IEP cases I will focus on for this presentation include ADHD, mild learning

disabilities and auditory disabilities.

Page 4: Students with disabilities

ASSISTIVE TECHNOLOGY

• “Assistive technology (AT) refers to any item, piece of equipment, or

product system, whether acquired commercially or off the shelf,

modified, or customized, that is used to increase, maintain, or improve

functional capabilities of individuals with disabilities” (Cennamo, Ross,

and Ertmer, 2013).

• According to the National Center for Technology Innovation and Center

for Implementing Technology in Education, there are six steps to

choosing the appropriate AT for a student.

Page 5: Students with disabilities

SIX STEPS TO CHOOSING APPROPRIATE AT

Step 1: Collect child and family information. Begin the discussion about the

child’s strengths, abilities, preferences and needs. What strategies have

been found to work best?

Step 2: Identify activities for participation. What is preventing him/her from

participating more?

Step 3: What behaviors, expressions, responses, reactions etc. can be

observed that indicates the intervention is successful?

Page 6: Students with disabilities

SIX STEPS TO CHOOSING APPROPRIATE AT (CNTD.)

Step 4: Brainstorm AT solutions. Do the child’s needs include supports for

movement, communication and/or use of materials?

*The TAM Technology Fan, a new resource focused on identifying AT items

for young children with disabilities, helps to facilitate this step.

Step 5: Try it out. Observe and record the child’s participation with the AT

support.

Step 6: Identify what worked, reflect, make modifications as needed and

try again.

*Adapted from the National Center for Technology Innovation and Center for Implementing Technology in

Education.

Page 7: Students with disabilities

ASSISTIVE TECHNOLOGY FOR STUDENTS WITH MILD DISABILITIES

• Organizational computer software and apps

• Videotaping class sessions for later viewing for visual learners

• Using web-cam or skype for live viewing for students unable to attend class

• Making notes and presentations available on the web or class website

• Text to Speech software

• Ebooks to enhance engagement

• Iphone and Ipad apps for educational/literacy support

• Computers and word processing keyboards to help with notetaking

• Live scribe pens to help with notetaking

• Electronic grammar and spell-checkers, dictionaries and thesaurus

• Word prediction software of apps

• Motivation for writing through software that allows student to express themselves

with fonts, decorations, etc. such as online storybook makers or presentation

software

• Access to online databases for research

• Calculators

Page 8: Students with disabilities

INSTRUCTIONAL PRACTICES FOR STUDENTS WITH MILD DISABILITIES

• Organizational tools such as concept maps, flow charts and graphic

organizers

• Give students a buddy to assist with notetaking, proofreading, etc.

• Cooperative grouping with higher level learners for support

• Accommodate different types of learners i.e. Visual aids for visual learners,

hands-on activities for kinesthetic learners, verbal descriptions to

supplement notes on the board or directions on an assignment for auditory

learners

• Highlight or use Bold for key words or vocabulary on charts, tests, or

anything read

• Teach key vocabulary explicitly at the beginning of a lesson in order for

students to better comprehend lectures or read texts

• Repetition of key statements and directions

• Extra tutoring and one-on-one teacher support

• Give both oral and written feedback on assignments

• Minimize anxiety through encouragement and positive feedback

Page 9: Students with disabilities

ASSISTIVE TECHNOLOGY FOR STUDENTS WITH AUDITORY

DISABILITIES

• Personal frequency modulation (FM) systems-the speaker uses a

microphone that transmits sound to the student’s hearing aid or headset

• Infrared systems-transmits sound from a TV set to a personal receiver

through sound waves

• Induction loop systems-creates an electromagnetic field by transmitting

sound from a microphone to a wire in the room. When on the proper

setting, a hearing aid will pick up the electromagnetic signal

• One-to-one communicators-used for conversations with just one person-

another person can speak quietly into the microphone and the noise is not

projected loudly, but only transmitted to the listener’s hearing aid or

headset.

• Amplified computers

• Speech to text translation on personal computer

Page 10: Students with disabilities

INSTRUCTIONAL PRACTICES FOR STUDENTS WITH AUDITORY

DISABILITIES

• Move the student closer to the front of the room, or wherever

the sound source is coming from.

• The teacher should project his or her voice as much as

possible

• Try to prevent/decrease background noise that competes with

the teacher’s voice or other sound source

• Use closed captioning when watching educational movies or

shows

• Use visual aids such as charts, posters, vocabulary lists,

schedules, etc.

• Give the student a buddy to help with notes, clarification of

directions, etc.

Page 11: Students with disabilities

ASSISTIVE TECHNOLOGY FOR STUDENTS WITH ADHD

• Livescribe/smartpen-records lectures so students can refer to them later

if they had trouble paying attention

• Smartboard activities-engages the student and is something tactile to do

with their hands

• Noise canceling earphones

• Talking books/ebooks-to engage students who get bored or distracted

during reading

• Talking keyboards

• Engaging educational computer games

• Computer timers

• Ipad apps with graphic organizers to organize information, timers,

ebooks, reminder messages, etc.

Page 12: Students with disabilities

INSTRUCTIONAL PRACTICES FOR STUDENTS WITH ADHD

• Highlighters-to highlight main ideas and important points

• Graphic organizers and charts-to organize information learned

• Porcupine pens-pens with a porcupine feeling to give restless

students something to do with their hands rather than tearing

paper or tapping a pencil

• Timers-to help students maintain focus for a period of time

• Stressballs-to give students something tactile to do with their

hands

• Sticky notes-to keep students from blurting out random

thoughts-instead they can write them down and tell the teacher

later

Page 13: Students with disabilities

References

American Speech-Language-Hearing Association. Hearing Assistive Technology. Retrieved from http://www.asha.org/public/hearing/treatment/assist_tech.htm

Anderson, K. (2012). Supporting Success for Children with hearing loss. Retrieved from http://successforkidswithhearingloss.com/relationship-hl-listen-learn/accommodations

Assistive Technology for Education, LLC. AT Examples. Retrieved from http://assistivetechnologyforeducation.com/examples-of-assistive-technology/

Behrmann, M., & Jerome, M. K. (2002). Assistive Technology for Students with Mild Disabilities: Update 2002. ERIC Digest. Retrieved from http://www.ericdigests.org/2003-1/assistive.htm

Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2013). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (2 ed.) Wadsworth, Cengage Learning, Belmont, CA.

KidsHealth., 2014. Individualized education programs (IEPs). Retrieved from http://kidshealth.org/parent/positive/learning/iep.html#

National Center for Technology Innovation and Center for Implementing Technology in Education. (2010). Help for Young Learners: How To Choose AT? Retrieved from http://www.ldonline.org/article/8088

Opening All Options. Teaching & Assessment Strategies for Students with Learning Disabilities. Retrieved from http://www.adcet.edu.au/Oao/view.aspx?id=4023

Shelton, K., Procailo, M., & Miller, A. Assistive Technology and Educational Best Practices for Students with ADHD. Retrieved from http://kerryshelton.weebly.com/technology-for-adhd-students.html