1. Natasha „Hope‟ Creasy

2. WHAT IS AN IEP?: Individualized Education Plan.
An IEP allows students who may have “delayed
skills or other disabilities to be eligible for special
services that provide individualized education
programs in public schools, free of charge to
families.”
WHO NEEDS AN IEP: ADHD, auditory disabilities,
learning disorders, emotional disorders, mental
retardation, autism, visual impairment, speech or
language impairment, and developmental delay.
http://kidshealth.org/parent/positive/learning/iep.html#

3. DELIVERY: Most of the time they are provided
in a regular classroom setting, but can also be
done in a resource room or special school
environment.
PROCESS: Referral and evaluation done through
conferences and observation
WHO‟S INVOLVED: a psychologist , physical
therapist, occupational therapist, speech
therapist, special educator, vision or hearing
specialist, and others if necessary.
DEVELOPMENT: IEP meeting- parents and team
come up with plan, along with the regular
teacher and services are determined.
http://kidshealth.org/parent/positive/learning/iep.html#

4. DEFINITION: Assistive technology or adaptive
technology (AT) is an umbrella term that
includes assistive, adaptive, and rehabilitative
devices for people with disabilities and also
includes the process used in selecting, locating,
and using them. AT promotes greater
independence by enabling people to perform
tasks that they were formerly unable to
accomplish, or had great difficulty
accomplishing, by providing enhancements to
or changed methods of interacting with the
technology needed to accomplish such tasks.
http://en.wikipedia.org/wiki/Assistive_technology

7.  http://www.examiner.com/k-12-education-in-
west-palm-beach/assistive-technology-the-
classroom-for-adhd-students
 This website offers several other options for various
learning tools that will assist with teaching students
who suffer from ADHD
 http://www.time4learning.com/ADD.shtml
 This website includes lesson plans, curriculum, etc
for ADD as well as ADHD students

8.  Do not rely solely on an area of weakness
 Keep the area of difficulty in mind
 Plan specific activities for the areas of difficulty
 “Simplifying verbal directions, slowing the rate
of speech, and minimalizing distractions can
make a big difference to a person with auditory
processing difficulties.
 THIS INFORMATION CAME FROM:
http://www.ldonline.org/article/6390

9.  What do FM systems do for children in schools?
 They allow the child to hear the teacher's voice at an appropriate
and constant intensity level regardless of the distance between the
child and the teacher.
 They allow the teacher's voice to be more prominently heard more
prominently than background noise (toys, papers, chairs scraping,
whispering, pencils being sharpened, feet shuffling) even when the
background noise is closer to the child than the teacher's voice.
 They allow for self-monitoring of the child's own voice through
the conventional hearing aid microphone.
 They allow for the conventional hearing aid microphone to be
turned off so that the child can concentrate only on the teacher.
 This information derives from:
http://www.asha.org/public/hearing/treatment/assist_tech.htm

10.  INCLUSION: “Inclusion is a sense of belonging: feeling
respected, valued for who you are; feeling a level of
supportive energy and commitment from others so than you
can do your best work”
http://en.wikipedia.org/wiki/Inclusion_(value_and_practi
ce)
 LEAST RESTRICTIVE ENVIRONMENT: As part of the U.S.
Individuals with Disabilities Education Act, the least
restrictive environment is identified as one of the six
principles that govern the education of students with
disabilities and other special needs. By law, schools are
required to provide a free appropriate public
education(FAPE) in the least restrictive environment that is
appropriate to the individual student's needs.
http://en.wikipedia.org/wiki/Least_restrictive_environment