Assistive Technology Presentation

Module 4 – Assistive Technology,[object Object],Webquest Activity,[object Object]

Introduction,[object Object],As 3rd grade teachers, we already know that when students enter our classrooms at the beginning of each term their learning abilities are varied. While most will be categorized in the normal range for development, there will be students who are considered to be gifted/advanced. There will be others still who are considered to have learning disabilities and/or developmental delays.1,[object Object],What can we do as teachers to ensure that all students in our classes are successful in obtaining the intended learning outcomes and objectives? ,[object Object]

Using Student Data,[object Object],In order to identify the methods and strategies that will be used to help students reach the intended learning outcomes, we must first assess where they are now based on past performance. Familiarize yourself with the student records of their first and second grade years. These records can include classroom grades, attendance records, and behavior and discipline reports. The data that is found should influence the goals set for the students and the activities that will be used to help them meet these goals.1,[object Object]

Universal Design for Learning,[object Object],Even though we will have students with varying learning abilities in our 3rd grade classes, the learning outcomes for the students will remain the same. You can customize and personalize learning activities to address students’ diverse learning styles and abilities by using the Universal Design for Learning (UDL) approach.1 Teaching methods supported by UDL include:,[object Object],Using multiple media and formats to access information, practice skills and demonstrate mastery,[object Object],Providing students with options in the media, tools and context in which the learning takes place,[object Object],Demonstrating concepts/skills by using varied models that connect with students’ preferred mode of learning,[object Object],Providing multiple examples that tap into different senses,[object Object],Providing opportunities to practice skills with various levels of support and provide ongoing feedback,[object Object],Including activities with varied levels of difficulty to challenge students at all levels of ability with a variety of engaging materials.1,[object Object],The Pacer Center offers a free online training that explains UDL technology and how it gives students with disabilities equal access to the curriculum and help schools meet the educational needs of all students.2,[object Object]

Individuals with Disabilities Education Act (IDEA),[object Object],The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.1,[object Object]

Individuals with Disabilities Education Act (IDEA),[object Object],IDEA is important to us as teachers because it introduced the term “Assistive Technology” or “AT.”1,[object Object],IDEA defines AT in terms of "devices" and "services." An Assistive Technology Device is defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of individuals with disabilities" (IDEA 300.5).2,[object Object],IDEA also requires the development of a written Individual Education Plan (IEP).1,[object Object],The IEP is a collaboration with parents, teachers, guidance counselors, special education teachers, psychologists, or occupational therapists. ,[object Object],The IEP is important as it helps to identify the AT needs of a particular student.,[object Object]

Assistive Technology Resources,[object Object],Determining the AT needs of students with disabilities can seem like a daunting task. However, some of the resources available to assist us are shown below. ,[object Object],Journal of Special Education Technology (JSET),[object Object],The premiere journal in the field, featuring research and information on new technologies, exemplary practices, and relevant Issues.,[object Object],Assistive Technology Planner: From IEP Consideration To Classroom Implementation,[object Object],this kit contains tools that IEP teams can use when considering, selecting, and implementing assistive technology for a student. The practical toolkit includes: user’s guide, implementation planning tool, and individual Assistive Technology Planners for teachers, administrators, and families. ,[object Object],Assistive Technology Considerations for Academic Success,[object Object],Discover new ways to support students with disabilities participate and progress in the general curriculum. The TAM Technology Fan provides IEP team members and practitioners with a sampling of assistive technology devices that may help a student succeed academically.,[object Object],TAM Technology Fan - Universal Design for Learning,[object Object],Universal Design for Learning (UDL) is an approach to curriculum development, instruction, and assessment that uses instructional and assistive technologies (AT) to accommodate individual learner differences while engaging all learners. This TAM Fan is designed to help you plan lessons that incorporate UDL principles to ensure that all students succeed. Each blade offers suggestions for implementing UDL on one side—including the use of AT and instructional technology—and possible resources on the other side. Includes User’s Guide.,[object Object]

AT Resources - Students with ADHD,[object Object],In my class this year, I have three students who have been diagnosed with ADHD. Undoubtedly, you too have students with this disability and will need to make accommodations for them so that they can achieve the learning objectives. Here are some strategies that I have tried in the past that have been successful.,[object Object],Using a digital version of the textbook in combination with supplemental software that allows them to highlight key terms and phrases. The software also automatically generates an outline of the material they selected, which helps them to focus and organize their learning.1,[object Object],Using academic video games helps students with their hand-eye coordination but also encourages them to focus. The graphics and movement of the software reduces boredom and keeps them engaged.2,[object Object],Using the PixWriter reading software which provides word and picture support. Pictures appear automatically as a word is written.3,[object Object],Using the Essential Learning Systems software multi-modal reading program which helps struggling readers additional opportunities to practice their skills. Activities address the same skill sets in different ways to achieve skill mastery.4,[object Object],Using a commercial air mouse actively reduces the limb hyperactive behavior and improves students’ levels of self-control.5,[object Object]

Non-technical strategies - Students with ADHD,[object Object],As teachers, we should always keep in mind non-technical strategies we can employ to help students with disabilities be successful in our classrooms. Some specific strategies for students with ADHD are shown here.1,[object Object],Reduce seating distractions. Lessening distractions might be as simple as seating the student near you. ,[object Object],Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces. ,[object Object],Give positive reinforcement. Always be on the lookout for positive behaviors. Offer praise when the student stays seated, doesn't call out, or waits his or her turn. ,[object Object],Teach good study skills. Underlining, note taking, and reading out loud can help the student stay focused and retain information. ,[object Object],Be sensitive to self-esteem issues. Provide feedback in private, and avoid asking the student to perform a task in public that might be too difficult. ,[object Object]

AT Resources – Students with auditory disabilities,[object Object],In addition to the three students in my class with ADHD, I also have a student who has an auditory disability that requires a special device in order for her to hear. You are likely to have students in your class as well with auditory disabilities. Here are some AT resources that you may want to consider.,[object Object],Using a Personal frequency modulation (FM) system - is like miniature radio station operating on special frequencies. The personal FM system consists of a transmitter microphone used by you and a receiver used by the student. The receiver transmits the sound directly to the student.1,[object Object],Using an Induction Loop System - works with hearing aids. An induction loop wire is permanently installed and connects to a microphone used by a speaker. The person talking into the microphone generates a current in the wire, which creates an electromagnetic field in the room. When the student switches their hearing aid to the “T” (telecoil/telephone) setting, the hearing aid telecoil picks up the electromagnetic signal. The student can then adjust the volume of the signal through their hearing aid.1,[object Object],Using Speech Recognition Technology - iCommunicatorsoftware converts the spoken word into text, instantly translating it into Sign-Language or Computer-Generated Voice, providing access to acoustic information in real-time.2,[object Object]

Non-technical strategies – Students with auditory disabilities,[object Object],Some non-technical strategies that can be used to help students with auditory disabilities are shown here.1,[object Object],Adjust the pace of the lesson to allow the student to process visually what is being taught.,[object Object],Assist in allowing students with auditory disabilities to participate in class discussions. They may not be aware when another speaker is done speaking. Facilitate responses by including or signaling to when another speaker is done. ,[object Object],Repeat questions or key points. ,[object Object],Use hands-on experiences whenever possible. ,[object Object]

AT Resources – Mild Disabilities,[object Object],In addition to ADHD and auditory disabilities, I also have a few students that have mild disabilities which impact all areas, particularly reading and writing. You are likely to have such students in your classroom as well. Below are some AT resources that have been successful in helping students reach their learning objectives.,[object Object],Writing AT Resources1,[object Object],Using Word prediction software - helps students recall or spell words. ,[object Object],Using Grammar and spell-checkers, dictionaries, and thesaurus programs - assist in the mechanics of writing,[object Object],Reading AT Resources2,[object Object],Using WordWise software - combines pictures, words, speech and print features to provide comprehensive language enrichment. Students can record their own voice to compare to the voice on the program for pronunciation training.,[object Object],Using Looking for Words software- is a community exploration software program that combines reasoning skills while it helps build vocabulary. You can direct the difficulty level, and save student scores to track progression. There is a print option available to generate individualized vocabulary lists. ,[object Object]

Non-technical strategies – Students with mild disabilities,[object Object],There are non-technical strategies that can be used to assist students with mild disabilities in helping them achieve the learning objectives of the class. ,[object Object],You can provide copies of structured outlines in which students fill in information.1,[object Object],You can provide additional practice/learning exercises.,[object Object],You can give the students exercises that cover the same information in a different manner. For example, one exercise can be multiple choice while another is fill in the blank. ,[object Object]

AT Resources - Non computer,[object Object],There are AT resources that are available to use that do not require the use of a computer. Some that I have tried that have been successful in helping students obtain the learning objectives are provided here.,[object Object],The Oxford Reading Pen - this device acts as a hand-held scanner. Students run it over the words in books that they do not know and it reads them. At the push of a button, the word will be pronounced out loud by the pen and also receive its definition.1,[object Object],The Franklin Spell Checker and Dictionary - this device is a desktop electronic dictionary/thesaurus with built-in speech capability. The LM- 6000B model contains 130,000 words and 500,000 thesaurus entries from the US Merriam-Webster Dictionary. Its computerized voice can speak aloud each letter, word and definition.,[object Object],The Victor Reader CD Player - this is a machine that plays audio CDs specifically formatted for the library of Recordings for the Blind and Dyslexic.,[object Object]

Conclusion,[object Object],As teachers, it is our responsibility to assistant all students, regardless of their skill level, in learning the objectives in our classes. Assistive technology is available to help us to that end. This is a team effort that involves collaboration with parents, school administrators, technology specialists and us. Remember, you do not have to figure out the AT resources to use all on your own. Use the student data that is available as well the IEP to drive your decisions about AT. ,[object Object]

Assistive Technology Presentation

Assistive Technology Presentation

Recommandé

Contenu connexe

Tendances

Tendances(18)

En vedette

En vedette(20)

Similaire à Assistive Technology Presentation

Similaire à Assistive Technology Presentation(20)

Dernier

Dernier(20)

Assistive Technology Presentation

Notes de l'éditeur