Assistive Technologies for Students with Learning Disabilities and Special Needs
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Post on 27-Jun-2015
DESCRIPTIONAssistive Technologies for students
<ul><li> 1. ASSISTIVETECHNOLOGIESTiara RobinsonInstructional Technology</li></ul> <p> 2. OverviewWorking with a teaching a child that has special needs is an inevitableevent in the field of education. As teachers we are introduced to a verywide range of disabilities and needs. Some of our students haveemotional issues, many have special mental needs, as well asphysical disabilities. Because every child is entitled to an education,and it is our job to make sure this happens, we must know to do thisproperly. In this presentation I will be focusing on ADHD, some mildlearning disabilities, and assistive technologies and their use in theclassroom.An Assistive Technology Device is defined as "any item, piece ofequipment or product system, whether acquired commercially off theshelf, modified or customized, that is used to increase, maintain orimprove the functional capabilities of individuals with disabilities (RampUp) These devices may be categorized as no technology, lowtechnology, or high technology. Wheelchairs, amplifiers, andaccessibility technology are just a few of the types of assistive devicesthat are available for and used by our students. 3. Auditory Processing DisabilityWhen a student has a APD they have the ability to hear,but not necessarily to listen and properly process. Thereare currently 5% of school-aged children who have thisdisorder. Their disability causes them to have difficultiesreceiving, sequencing, and applying information that theyhave heard. The behavior exhibited by children with thistype of disability is often mistaken to be that of a child thathas ADHD. Typically, these children have a hard timefollowing directions, and are often fidgety or distractedduring learning. While in school, our children are taughthow to become active listeners. If a child has this order,and it is not handled properly they will struggleacademically, and begin to develop language and speechdelays. 4. Types of Auditory Processing DisabilitiesAuditory Discrimination-The ability to notice,compare anddistinguish the distinctand separate soundsin words. This skill isvital for reading.Auditory Figure-GroundDiscrimination-The ability to pick outimportant sounds fromnoisy backgroundsAuditory Memory-Recalling informationheard either a long orshort time ago.Auditory Sequencing-Being able tocomprehend and recallwords in the properorder. 5. Assistive Hearing Technologies forStudents One-to-one communicators The speaker, regardless of who they are, uses a microphonewhen speaking to the student. The sound is transmitted directlyto students earpiece, in which they are in control of the volume. Personal FM systems Similar to radio technology, the speaker uses a transmittermicrophone that transmits to the students receiver. Thesesystems can be used in school, church, theaters, etc. Augmentative and alternative communication (AAC) devices The use of technology such as picture boards or computerprograms that synthesize speech from text, to help the childexpress themselves.. help people with communication disordersto express themselves. Hearing loop systems The use of electromagnetic energy to transmit sound. Personal Amplifiers 6. ADHD I sit next to a window in math class, and I cant filterout the noises coming from the playground. Thenoises make it hard for me to listen to the teacher. -Martha, third gradeThe above statement, made by a child who wasdiagnosed as ADHD, makes it easy to see how it issometimes difficult to decipher between ADHD andauditory processing disorder.ADHD is one of the most common neurodevelopmentaldisorders of childhood. It is usually first diagnosed inchildhood and often lasts into adulthood. Children withADHD may have trouble paying attention, controllingimpulsive behaviors (may act without thinking aboutwhat the result will be), or be overly active.(www.CDC.gov) 7. ADHD at School There are a number of thingsthat teachers can do to helptheir ADHD students, suchas: Establishing rules androutines. Accommodate them byoffering more time tocomplete assignments,allow movement, peer rolemodels, and the reduction ofpossible distractions. Positive relationships withboth the student andparents. Visual reminders and anincrease in hands onactivities. Low-tech flow charting, taskanalysis, webbing, and 8. Mild Learning DisabilitiesMost students with mildintellectual disabilities appearvery similar to others in school,except for the fact that theylearn academic materialsmuch more slowly than othersThey are typically lowachieving, with poor socialskills, and deficits in memoryand motivation (education.com) These students make upnearly 60% of students whoare currently receiving specialservices in school. Slow rate of maturation Delayed conceptualdevelopment Difficulties converting ideasand feelings into words. Limited attention span andretention abilities Poor adaptive behaviors Immature or inappropriatepersonal behavior Low self-esteem andemotional disturbance.Characteristics: 9. How We Can HelpResources: Application: Word processingprograms. Word prediction software. Communication andnetworking activities thatallow for communicationthat goes beyondclassroom walls. Hyperlinks, which helpstudents to makeconnections betweenresources. Organization Flow charting, webbing,outlining, etc. Note taking Microcassette voicerecorders, notes typewrittenby teacher, etc. Writing assistance Word processors that havetools such as spell/grammarchecker and a thesaurus. Access to reference materials Cognitive assistance Software with drills, practices,and simulations Materials modification 10. Sources Cited Behrmann, Michael M. (1995). Assistive Technology for Students withMild Disabilities. Retrieved fromhttps://www.teachervision.com/assistive- technology/teaching-methods/3791.html CDC. (2014). Facts about ADHD. Retrieved fromhttp://www.cdc.gov/ncbddd/adhd/facts.html Dendy, Zeigler Chris, ADDitude Editors. (2013). ADHD at School:Teachers Resources and Tips. Retrieved fromhttp://www.additudemag.com/adhd/article/4039-5.html Gurian, Anita Ph.D, Schwartz, Susan.(2013). About LearningDisabilities: What's an Auditory Processing Disorder. Retrieved fromhttp://www.additudemag.com/adhd/article/921.html Hasselbring, Ted S., Williams Glaser, Candyce H. Use of ComputerTechnology to Help Students with Special Needs.(2000). Retrievedfromhttp://futureofchildren.org/publications/journals/article/index.xml?jour nalid=45&articleid=204&sectionid=1329 Hearing Assistive Technology. (2014). Retrieved fromhttp://www.asha.org/public/hearing/treatment/assist_tech.htm 11. Sources Cont. NCLD Editorial Team.(2012). Auditory Processing Disorders. Retrievedfrom http://www.ncld.org/types-learning-disabilities/adhd-related-issues/auditory-processing-disorders/auditory-processing-disorders Ramp Up to Access: Assistive Technolgy. (2000). Retrieved fromhttp://uts.cc.utexas.edu/~wilbur/access/assistive.html Rosenberg M.S., D.L., Westling, McLesky J.(2010). FAQ Sheet AboutStudents with Mild Intellectual Disabilities. Retrieved fromhttp://www.education.com/reference/article/faq-students-mild-intellecutal-disabilities/ Special Education Support Service. Mild General Learning Disabilities.Retrieved from http://www.sess.ie/categories/general-learning-disabilities/mild-general-learning-disabilities The Nemours Foundation.(2014). Auditory Processing Disorder. Retrievedfromhttp://kidshealth.org/parent/medical/ears/central_auditory.html The NIDCD.(2011). Assistive Devices for People with Hearing, Voice,Speech, or Language Disorders. Retrieved fromhttp://www.nidcd.nih.gov/health/hearing/pages/assistive-devices.aspx </p>
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