ASSISTIVE TECHNOLOGIESTiara Robinson

Instructional Technology

Overview

Working with a teaching a child that has special needs is an inevitable event in the field of education. As teachers we are introduced to a very wide range of disabilities and needs. Some of our students have emotional issues, many have special mental needs, as well as physical disabilities. Because every child is entitled to an education, and it is our job to make sure this happens, we must know to do this properly. In this presentation I will be focusing on ADHD, some mild learning disabilities, and assistive technologies and their use in the classroom.

An Assistive Technology Device is defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of individuals with disabilities (Ramp Up)“ These devices may be categorized as no technology, low technology, or high technology. Wheelchairs, amplifiers, and accessibility technology are just a few of the types of assistive devices that are available for and used by our students.

Auditory Processing Disability

When a student has a APD they have the ability to hear, but not necessarily to listen and properly process. There are currently 5% of school-aged children who have this disorder. Their disability causes them to have difficulties receiving, sequencing, and applying information that they have heard. The behavior exhibited by children with this type of disability is often mistaken to be that of a child that has ADHD. Typically, these children have a hard time following directions, and are often fidgety or distracted during learning. While in school, our children are taught how to become “active listeners.” If a child has this order, and it is not handled properly they will struggle academically, and begin to develop language and speech delays.

Types of Auditory Processing Disabilities

Auditory Discrimination-The ability to notice,

compare and distinguish the distinct and separate sounds in words. This skill is vital for reading.

Auditory Figure-Ground Discrimination

-The ability to pick out important sounds from noisy backgrounds

Auditory Memory-Recalling information

heard either a long or short time ago.

Auditory Sequencing-Being able to

comprehend and recall words in the proper order.

Assistive Hearing Technologies for Students

One-to-one communicators The speaker, regardless of who they are, uses a microphone when

speaking to the student. The sound is transmitted directly to student’s earpiece, in which they are in control of the volume.

Personal FM systems Similar to radio technology, the speaker uses a transmitter

microphone that transmits to the student’s receiver. These systems can be used in school, church, theaters, etc.

Augmentative and alternative communication (AAC) devices The use of technology such as picture boards or computer programs

that synthesize speech from text, to help the child express themselves.. help people with communication disorders to express themselves.

Hearing loop systems The use of electromagnetic energy to transmit sound.

Personal Amplifiers

ADHD

“I sit next to a window in math class, and I can’t filter out the noises coming from the playground. The noises make it hard for me to listen to the teacher.” -Martha, third grade

The above statement, made by a child who was diagnosed as ADHD, makes it easy to see how it is sometimes difficult to decipher between ADHD and auditory processing disorder.

ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. (www.CDC.gov)

ADHD at School

There are a number of things that teachers can do to help their ADHD students, such as: Establishing rules and routines. Accommodate them by offering

more time to complete assignments, allow movement, peer role models, and the reduction of possible distractions.

Positive relationships with both the student and parents.

Visual reminders and an increase in hands on activities.

Low-tech flow charting, task analysis, webbing, and outlining

Mild Learning Disabilities

Most students with mild intellectual disabilities appear very similar to others in school, except for the fact that they learn academic materials much more slowly than others They are typically low achieving, with poor social skills, and deficits in memory and motivation (education. com) These students make up nearly 60% of students who are currently receiving special services in school.

Slow rate of maturation Delayed conceptual

development Difficulties converting ideas

and feelings into words. Limited attention span and

retention abilities Poor adaptive behaviors Immature or inappropriate

personal behavior Low self-esteem and

emotional disturbance.

Characteristics:

How We Can Help…

Word processing programs. Word prediction software. Communication and

networking activities that allow for communication that goes beyond classroom walls.

Hyperlinks, which help students to make connections between resources.

Organization Flow charting, webbing,

outlining, etc. Note taking

Microcassette voice recorders, notes typewritten by teacher, etc.

Writing assistance Word processors that have

tools such as spell/grammar checker and a thesaurus.

Access to reference materials Cognitive assistance

Software with drills, practices, and simulations

Materials modification

Resources: Application:

Sources Cited

Behrmann, Michael M. (1995). Assistive Technology for Students with Mild Disabilities. Retrieved from https://www.teachervision.com/assistive-technology/teaching-methods/3791.html

CDC. (2014). Facts about ADHD. Retrieved from http://www.cdc.gov/ncbddd/adhd/facts.html

Dendy, Zeigler Chris, ADDitude Editors. (2013). ADHD at School: Teachers Resources and Tips. Retrieved from http://

www.additudemag.com/adhd/article/4039-5.html Gurian, Anita Ph.D, Schwartz, Susan.(2013). About Learning Disabilities:

What's an Auditory Processing Disorder. Retrieved from http://www.additudemag.com/adhd/article/921.html

Hasselbring, Ted S., Williams Glaser, Candyce H. Use of Computer Technology to Help Students with Special Needs.(2000). Retrieved from

http://futureofchildren.org/publications/journals/article/index.xml?journalid=45&articleid=204&sectionid=1329

Hearing Assistive Technology. (2014). Retrieved from http://www.asha.org/public/hearing/treatment/assist_tech.htm

Sources Cont.

NCLD Editorial Team.(2012). Auditory Processing Disorders. Retrieved fromhttp://www.ncld.org/types-learning-disabilities/adhd-related-

issues/auditory-processing-disorders/auditory-processing-disorders Ramp Up to Access: Assistive Technolgy. (2000). Retrieved from http

://uts.cc.utexas.edu/~wilbur/access/assistive.html Rosenberg M.S., D.L., Westling, McLesky J.(2010). FAQ Sheet About

Students 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. Retrieved from http://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