M6 assistive technologies-JD

M6 assistive technologies-JD

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  INCLUSIVE EDUCATION ITEC 7530 – Spring 2012 Josh Duffin
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  WORKING WITH STUDENTSWITH DISABILITIES • Many teachers may fear working with SPED students, simply because they might not know how to teach them or fear that they will be unable to learn. While there can be challenges in working with teaching there have been many strides in coming up with new strategies and technologies to help promote education. • This power point is meant to give a brief overview of some of the terms and resources available to teachers today when it comes to working with students with disabilities.
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  DISABILITIES YOU MIGHTSEE • ADHD – attention deficit/hyperactivity disorder, often a combination of problems involving difficulty sustaining attention, hyperactivity and impulsive behavior, and low self-esteem. • Auditory Disorders – can be mild to severe, ranging from having trouble hearing to having CAPD or central auditory processing disorder in which kids can’t process information they hear
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  KEY TERMS FORTEACHERS • Assistive Technology (AT) Service – Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. • Individualized Education Plan (IEP) – A program/plan that provides additional support services for students with delayed skills. • Inclusion – Approach involving including students with special needs in normal classrooms as much as possible. Two sub-types, Partial inclusion and Full Inclusion. Idea is that all students have right to participate in the same environment. • Least Restrictive Environment (LRE) – A mandate that students with disabilities are placed in special classes, separate schools or positions other than regular education classrooms only when the nature or severity of the disability is such that even with aids and services education can not be achieved.
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  STRATEGIES AND RESOURCES •Non-Technology Strategies • Technology Based Strategies • “Chunking” content • Accessible Keyboards • Encouraging collaboration between • Voice Recognition Software and E- students (read with a buddy) Readers • Modified and varied resources • Audio books – students follow along in their book while listening • Allow extra time to answer questions/take a test • Graphic novels (they work, I promise, and you can find a lot online) • Rearrange the classroom (know your students well enough to know if • Computer writing programs moving them could be beneficial) • Simply repeating questions
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  REFERENCES http://louisville.edu/disability/faculty- staff/making_technology_accessible.htm l http://www.sc.edu/scatp/ld.htm http://yalecollege.yale.edu/content/teach ing-students-disabilities-guide http://www.theteachersguide.com/Specia leducation.html http://www.pbs.org/parents/inclusivecom munities/assistive_tech2.html http://www.teachervision.fen.com/add- and-adhd/resource/10503.html