ASSISTIVE TECHNOLOGY

WEBQUESTGia Johnson

February 26, 2012

OVERVIEWAll students are able to learn, as teachers we need to asses the strengths and weaknesses of the students in our classrooms and incorporate Universal Design for Learning into our lessons and classroom. UDI suggests that teachers can remove barriers to learning by providing flexibility in terms of options for materials, methods and assessments (Rose & Meyer, 2002)

This flexibility and customization is especially important for students with disabilities. These students benefit greatly when assistive technology and teaching strategies are incorporated into the classroom. These students are not intellectually impaired, they just learn in different ways or need to have hurdles to learning cleared, so that they can have the same educational opportunities as their fellow classmates.

Our goal should be to create a learning environment that is inclusive for the disabled student and allows the student to be in a regular classroom as much as possible. Studies have indicated that students without disabilities also benefit from inclusive classrooms.

KEY DEFINITIONS Least Restrictive Environment (LRE) - A

learning plan that provides the most possible time in the regular classroom setting.

Inclusion – A term which involves bringing the support services to the child in the classroom, instead of separating the child from the other students.

Learning Disability - a neurological disorder that affects one or more of the basic psychological processes involved in understanding or in using spoken or written language

KEY DEFINITIONS CONTINUED Auditory Disability –a disorder that

effects the way auditory information is processed by the brain

Assistive technology or adaptive technology (AT) is a term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and also includes the process used in selecting, locating, and using them.

INSTRUCTIONAL PRACTICES Work to determine what type of help each

student needs Communicate verbally, in writing and

displayed in the classroom the rules, classroom expectations, schedules and assignments.

Teach study skills and learning strategies Schedule breaks, allow student to work

standing at the board Provide step by step directions, both verbally

and in writing. Allow the student to complete assignments

on a computer.

SUCCESSFUL STRATEGIES FOR READING AND WRITING DIFFICULTIES Lee Swanson (1999) and his colleagues

found two major intervention practices that produced large outcomes. One is direct instruction. The other is learning strategy instruction.

Teachers who were applying those kinds of intervention:

broke learning into small steps; administered probes; supplied regular quality feedback; used diagrams, graphics and pictures

to augment what they were saying in words;

provided ample independent, well-designed, intensive practice;

modeled instructional practices that they wanted students to follow;

provided prompts of strategies to use; and

engaged students in process type questions like “How is that strategy working? Where else might you apply it?”

Show rather than explain Supplement with more intact senses (use

visual cues, signals, handouts, manipulatives)

Reduce or space directions, give cues such as “ready?”

Reword or help decipher confusing oral and/or written directions

Teach abstract vocabulary, word roots, synonyms/antonyms

Vary pitch and tone of voice, alter pace, stress key words

Ask specific questions as you teach to find out if they do understand

Allow them 5-6 seconds to respond (“think time”)

Have the student constantly verbalize concepts, vocabulary words, rules, etc.

Avoid asking the child to listen and write at the same time

Excerpted from the LDA of California and UC Davis M.I.N.D. Institute "Q.U.I.L.T.S." Calendar 2001-2002

ASSISTIVE TECHNOLOGIES Web application/e-reader to read stories

aloud Icommunicator Digi-wave personal listening system Windows XP Assistive Software Computer/Laptop Spell check, grammar and thesaurus

software I-Pad/I-Pod Touch Software – Tap to Talk, Easy Speech Pro,

Vanguard Springboard, Proloquo2go, Vmax, Verbally and Lingraphica

NON -TECHNOLOGICAL APPROACHES

For students with auditory disabilities a printed calendar listings assignments and class activities is a helpful tool.

Providing written outlines and notes on class lessons will support students with both auditory and mild learning disabilities.

Break down information into small parts for the student to understand and grasp.

Incorporate memory tricks like mnemonics into your instruction.

Use visual, auditory and tactile cues to augments teaching concepts.

GRAPHIC ORGANIZERSStudents who have trouble focusing can use graphic organizers to assist in arranging thoughts and ideas. This is an effective tool for students with ADHD.

INTERNET RESOURCES FOR TEACHERS

www.lessonbuilder.cast.org/ www.readingrockets.org www.signedstories.com/index.cfm

ReferencesCennamo, Katherine S., Ross, John D., and Ertmer, Peggy A, (2010). Technology Integration for Meaningful Classroom Use; A Standards-Based Approach. Belmont, CA: Wadsworth. Retrieved from http://www.cabrini.edu/communications/ProfDev/cardevChickering.html

Behrmann, Michael M., (1995). ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Retrieved from http://www.ericdigests.org/1995-2/mild.htm

Retrieved from http://lessonbuilder.cast.org/

Retrieved from http://www.ldaamerica.org/aboutld/teachers/understanding/strategies.asp

Behrmann, Michael M., (2011). ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Retrieved from http://www.ericdigests.org/1995-2/mild.htm

Retrieved from http://www.ldonline.org/article/Checklists_for_Teachers©

Retrieved from http://weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx

CAST (2008), Retrieved from www.cast.org, www.udlcenter.org

Wakeeld, MA (N.D.). Universal design for learning guidelines version 1.0. Retrieved from http://nichcy.org/disability/specific/adhd/