Individual students, individual needs

Individual Students, Individual Needs,[object Object],Meeting the needs of students with disabilities,[object Object]

Teaching Students with Special Needs,[object Object],Students with disabilities typically need special accommodations in order to succeed in the general classroom. In order to ensure that these students’ needs are being met, general education teachers must collaborate with special education teachers and parents to create support strategies to benefit these students.,[object Object]

How can we meet the needs of these students?,[object Object],In this PowerPoint, I have presented several resources and instructional practices to meet the needs of students with Attention Deficit Hyperactivity Disorder(ADHD), auditory disabilities, and mild learning disabilities.,[object Object]

Let’s Begin with Some Terms,[object Object],Attention Deficit Hyperactivity Disorder (ADHD)- one of the most common neurobehavioral disorders of childhood that causes inattentiveness, over-activity, impulsivity, or a combination of the three,[object Object],Individualized Education Programs (IEP)- a program that provides special services for children with difficulty learning and functioning,[object Object]

Inclusion- an approach in which students with special needs spend the majority of their time in the general education classroom with students without special needs,[object Object],Least Restrictive Environment- provides students with disabilities with the opportunity to be educated with non-disabled peers, to the greatest extent appropriate.,[object Object],Assistive Technology (AT)- technology that promotes independence through the use of assistive, adaptive, and rehabilitative devices,[object Object]

Six Steps to finding AT Solutions,[object Object],Step 1: Collect child and family information. What are the child’s strengths , abilities, and needs?,[object Object],Step 2: Identify activities for participation. What activities is the child involved in?,[object Object]

Step 3: Make observations that indicate the intervention’s success. What is his/her current level of participation and what observable behaviors will reflect an increase in independent interactions?,[object Object],Step 4: Brainstorm AT solutions. Do the child’s needs include supports for movement, communication, and/or use of materials?,[object Object]

Step 5: Try it out. When will the AT intervention begin?,[object Object],Step 6: Identify what worked. What should be done differently?,[object Object]

AT Support for Students with ADHD,[object Object],Invisible Clock,[object Object], - A device worn on the belt that can be set to give students a specific amount of time to work on an assignment,[object Object],Electronic Math Worksheets,[object Object],- software programs that can help students organize, align, and work through math problems on a computer screen,[object Object]

Portable Word Processors,[object Object], - A transportable device that allows students with difficulty writing by hand to use a keyboard,[object Object],Audio Books,[object Object], - A recording of a text being read,[object Object],Talking Calculators,[object Object], - calculators providing instant audi0 and visual feedback,[object Object]

Non-Technology Support for Students with ADHD,[object Object],Seat away from doors,[object Object],Avoid clutter,[object Object],Provide checklists,[object Object],Use graphic organizers,[object Object],Break work into chunks,[object Object],Use acronyms,[object Object],Act out stories,[object Object],Use manipulatives,[object Object]

AT Support for Students with Auditory Disability,[object Object],Hearing Assistive Technology Systems (HATS),[object Object],- Provide students with the option of transmitting sounds directly to their hearing aids,[object Object],[object Object]

One-to-One Communication: one person speaks into microphone, which amplifies and delivers sound to hearing aid,[object Object]

Students with Mild Learning Disabilities,[object Object],AT Support,[object Object],Word processing- makes writing legible and provides spelling and grammar checker, use of tables and charts to organize information, and opportunities for outlining,[object Object],Audio books,[object Object],Non-Technology Support,[object Object],Graphic Organizers,[object Object],Picture symbols to illustrate key points,[object Object],Outlines,[object Object],Read alouds,[object Object]

References,[object Object],Assistive technology. (n.d). Retrieved from wikipedia:,[object Object],http://en.wikipedia.org/wiki/Assistive_technology,[object Object],Behrmann, M. (1995). Assistive technology for students with mild disabilities. Eric Digest(529). Retrieved from,[object Object],http://www.parentpals.com/gossamer/pages/Detailed/910.html,[object Object],Behrmann, M., & Jerome, M.K. (2006). Assistive technology for students with mild disabilties. Council for exceptional children (CEC), Division of learning disabilties (DLD). Retrieved from http://www.education.com/reference/article/Ref_Assistive_Technology/,[object Object],Behrmann, M., & Jerome, M.K. (Jauary 2002). Assistive technology for students with mild disabilities. Eric Digest. Retrieved from http://www.ericdigests.org/2003-1/assistive.htm,[object Object]

Georgia Department of Education. (2005). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modifications, and assistive technology solutions. Retrieved from ,[object Object],http://www.ericdigests.org/2003-1/assistive.htm,[object Object],Hearing assistive technology. (1997). American speech-language-hearing association. Retrieved from http://www.asha.org/public/hearing/treatment/assist_tech.htm,[object Object],Help for young learners: How to choose AT. (2006). National Center for Technology Innovation and Center for Implementing Technology in Education. LD Online. Retrieved from http://www.ldonline.org/article/8088,[object Object],Kids Health. (1995). Individualized education programs. Nemours foundation. Retrieved from,[object Object], http://kidshealth.org/parent/positive/learning/iep.html ,[object Object]

Individual students, individual needs

Individual students, individual needs

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Individual students, individual needs