2. What is Assistive Learning? Assistive Technology 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
3. Types of Disabilities Physical Disabilities Hearing Loss of
limb use Vision impairment Learning Disabilities Undiagnosed Gifted
learners ADHD Dyslexia
4. Dragon Naturally Speaking Dragon Naturally speaking 11 is a
speech to text program for students who need assistance with typing
papers or completing work for class. It is helpful for students who
have limited physical mobility, students who have Dyslexia or a
learning disability, and students who are slower at typing or
processing.
5. Gifted Students defined. To define giftedness in children in
one concrete manner is very difficult to do. However, what appears
to be consistent among those gifted aged six months to eight years
old is intrinsic motivation, creativity, exceptional memory, etc.
These children have a desire to learn and a craving for knowledge
unlike that of others. The way in which they think and the
questions that they raise allow a parent to see that their child is
on a gifted level. (Ebner, Jonathan)
6. Gifted Students Tip #1: Familiarize Yourself with the
Characteristics of Intellectually Gifted Students Tip #2: Let Go of
"Normal Tip #3: Conduct Informal Assessments Tip #4: Re-Familiarize
Yourself with Piaget & Bloom Tip #5: Involve Parents as
Resource Locators Tip #6: Learn About Distance Learning
Opportunities Tip #7: Explore Acceleration ~ Its Free and It Works!
Tip #8: Learning from the Experiences of Others
http://www.davidsongifted.org/db/Articles_id_10075.aspx
7. The National Institute of Mental Health (NIMH) estimates
that 3% to 5% of children have ADHD. Some experts, though, say ADHD
may occurs in 8% to 10% of school-aged children. Children with ADHD
generally have problems paying attention or concentrating. They
cant seem to follow directions and are easily bored or frustrated
with tasks. They also tend to move constantly and are impulsive,
not stopping to think before they act.
8. Attention Deficit Hyperactive Disorder1. Understand the
struggle a student with ADHD has and provide an ordered, safe,
predictable classroom environment.2. Establish a courteous, working
relationship with the students parents. Learn about their childs
strengths, weaknesses, interests andachievements outside of school.
Ask what teaching methods have been most effective with their
child. Communicate often and sendencouraging notes home.3. Make
time to speak to the student individually. Be respectful and
express interest in his or her success in school by asking how he
or shelearns best.4. Decide together on a sign or a code that you
can use to remind the child to be on task. For example, make eye
contact and touch yourear or pick up a particular object. Or, you
could hold up one or two fingers.5. Make classroom rules clear and
concise. Discuss them orally and post them for easy reference.
Explain the consequences formisbehavior in understandable terms and
enforce them consistently. Avoid power struggles.6. Use a point
system, tokens, stars, or other methods to reinforce appropriate
behaviors (see Rewards in the Classroom).7. Notice and provide
feedback on any improvement in the areas of behavior and academics
(see Effective Praise). Avoid criticizing thechild in front of
others.8. Give directions in simple, concrete terms. Simplify
instructions, tasks and assignments. Have the child complete one
step beforeintroducing the second step.9. Divide lessons into
relatively short segments and use a variety of teaching aids such
as films, tapes, computer programs and small groupwork to reinforce
the childs learning.10. Provide the ADHD student opportunities to
display his or her skills, talents and/or leadership ability.
http://www.kellybear.com/TeacherArticles/TeacherTip49.html
9. Dyslexia is a specific reading disability due to a defect in
the brains processing of graphic symbols. Dyslexia is a learning
disability that alters the way the brain processes written
material. Two commonly held beliefs about dyslexia are that
children with it are prone to seeing letters or words backward, and
that the problem is linked to intelligence. Both beliefs are
incorrect. The problem is a linguistic one, not a visual one, in
dyslexia. And dyslexia in no way stems from any lack of
intelligence. People with severe dyslexia can be brilliant.
10. Dyslexia Of value to all children in the class is an
outline of what is going to be taught in the lesson, ending the
lesson with a resume of what has been taught. In this way
information is more likely to go from short term memory to long
term memory. When homework is set, it is important to check that
the child correctly writes down exactly what is required. Try to
ensure that the appropriate worksheets and books are with the child
to take home. A structured reading scheme that involves repetition
and introduces new words slowly is extremely important. This allows
the child to develop confidence and self esteem when reading. Dont
ask pupils to read a book at a level beyond their current skills,
this will instantly demotivate them. Motivation is far better when
demands are not too high, and the child can actually enjoy the
book. If he has to labour over every word he will forget the
meaning of what he is reading. Read more:
http://www.dyslexia.com/library/classroom.htm#ixzz2LliU6TCq