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Technology in
Special Need Presenter:
Albert KrynskiSpecial Ed Teacher
PCI Junior Life skills class
A-Z of Special Needs Autism ADHD ADD Visually impaired Bi-Polar disorder Oppositional Defiant Disorder Hearing impaired Heart conditions
Diversity
Asthmatic Allergies Seizure Disorders Cerebral Palsy Stroke victims Down’s Syndrome Fetal alcohol Spectrum Disorder Non-verbal Hearing impairments
Diverse Population
Smart Board, Projector, Laptops/computer
Foster creativity Strengthens Imagination Enhances diversity Eye hand co-ordination Motor skills Promotes group skills Encourages turn taking Independent skills
World Wide Web, Software Imagination Discovery Creativity Academic skills Multi level abilities Thinking Skills Reasoning Patience
http://www.news-2-you.com/index.aspx Promotes co-operation Encourages risk taking Strengthens academic skills reading,
printing, spelling, math, science fine motor skills/gross motor skills Fosters independent skills
NEWS-2-You
http://www.pearsonschool.com/index.cfm?locator=PSZk99
Strengthens academic skills Instant positive feedback Independent skills Level appropriate Programmable Multi-leveled
Success-Maker
Provides immediate feedback Promotes inclusion Increases co-operation Fun gross and fine motor skills activities Increase learning Students see their progress Allows for individuality
Benefits
Wii Fine Motor Skills Gross Motor Skills Balance Turn Taking Team Work Competition
Assistive Technology Promotes Independence Encourages growth & exploration Enables participation Provides a voice
Multi Sensory Enviroment Promotes Independence Encourages growth & exploration Enables participation Provides a voice
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Background
◦ have been in existence since the 1970’s beginning in Europe
◦ first MSR was introduced in Canada in 1992 in Toronto’s Children’s Centre
◦ also referred to as “snoezelen” rooms (a combination of the Dutch words “snuffelen,” meaning to seek out or explore, and “doezelen,” which means to relax)
◦ the Public Schools Finance Board refers to “snoezelen” rooms in discussing space standards for special education areas
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PurposeMulti-sensory rooms are designed environments that provide a safe place to promote:◦ communication◦ stimulation◦ sensory exploration◦ relaxation◦ Intellectual activity
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ApproachesTwo main approaches in using Multi-Sensory
Rooms:
◦ to provide an experience where students can relax and explore under the guidance of a teacher or educational assistant
◦ for achieving specific and measurable educational goals (e.g., communication goals, such as turn taking, academic goals, such as alphabet knowledge)
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Who Can BenefitStudents with:
◦ autism◦ multiple disabilities◦ attention deficit hyperactivity disorder◦ cerebral palsy◦ pervasive developmental delays◦ fetal alcohol spectrum disorder
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Portage Collegiate Institute’s Multi-Sensory Room
Usage◦ to calm down agitated/upset students◦ create a learning environment where non-verbal
students can explore different sensory experiences (e.g., scents, textures, visual prompts & stimulation, hand-on manipulatives)
◦ to achieve IEP goals (e.g., develop motor skills, stimulate visual and tactile skills)
Recycling Ink Cartridges, Laser jet Cartridges, Cell-phones, and soon digital cameras
Provides meaningful work experience Supports environmental causes, sponsors
tree planting Raises money for classroom projects Gross motor skills
Recycling Technology
Questions ???
Technology provides abilities for those that are less able.
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