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)

RECYCLINGhttp://www.thinkrecycle.com

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.