Meeting Special Needs in the Classroom

12% of people in the United States have a disability.

12%

12% = 37,627,800 people

3,608,400 are between

the ages of 5 and 20.

IDEA* defines 13 categories of disabilities.

*IDEA – Individuals with Disabilities Education Act

Learning disabilities

Physical impairments

Speech or language

impairments

Intellectual disabilities

Emotional disturbance

Multiple disabilities

Hearing impairments

Other health impairments

Visual impairments Autism Deaf/Blindness Traumatic

brain injury

Developmental delays

How can we meet the needs

of so many different students?

Assistive Technologyand

Instructional Practices

Assistive TechnologyAny device, equipment, or service that improves the learning and capabilities of students with disabilities.

These can be

Low-Tech

Mid-Tech

High-Tech

Instructional PracticesInstructional practices are specific teaching methods that guide interaction in the classroom. Includes:• Programs• Interventions• Strategies• Activities

Let’s move on to the specific needs of your classroom.

Symptoms include

Easily distractedMakes careless

mistakesDifficulty

organizingLosing items

Fidgets with hands or feet

Talks excessively

Constantly “on the go”

Interrupting others

Difficulty waiting for turn

Giving answers before the question is

finished

Assistive TechnologyBouncy, inflatable seat cushion• Students put energy in squirming on it but stay in

their seat

“Koosh ball” or other squishy thing to manipulate

Highlighters to highlight directions or important words or phrases

Create a “window” in a piece of cardboard to expose only one or two lines of print.

Instructional PracticesReduce seating

distractions

Sit the child near the teacher rather than the

window

Break down assignments

Keep instructions

clear and brief

Break down large tasks into

small pieces

Assign a “study buddy”

Study buddy reminds and

assists

Use alert clues

Gains the students attention

Learning Disabilities

Students with learning

disabilities have average or

about-average intelligence BUT still struggle to acquire certain

skills.

• Listening• Speaking• Reading• Writing• Spelling• Reasoning • Mathematics

Types of Learning Disabilities• Processing languageDyslexia• Math skillsDyscalculia• Written expressionsDysgraphia• Fine motor skillsDyspraxia• Interpreting auditory informationAuditory Processing

Disorder

• Interpreting visual informationVisual Processing Disorder

• Concentration and focusADHD

Graphic organizers

and outlining

Word processing programs

Alternative keyboards Audio books

Speech-recognition

software

Variable speed tape recorders

Assistive Technology

Allow verbal responses

Allow frequent breaks

Provide a space with minimal distractions

Provide on-task/focusing prompts

Break down large tasks into smaller segments

Instructional Practices

Auditory Disabilities

Otitis Media

Ear infections

Congenital Causes Hereditary Prenatal

infections Illnesses Toxins

Acquired Causes Disease Condition Injury

Causes of Hearing Loss

Distinguishing one sound

from another

Identifying similarities and differences in

sound patterns

Blending, isolating, or separating sounds in

words

Auditory memory

Students with hearing loss may have problems with . . .

Hearing Assistive

Technology System

Speaker wears a microphone that relays sounds directly to the

individual’s hearing aid.

Computerized speech

recognition

The computer changes spoken messages into readable text

documents

Closed-captioning on TV or videos

Text is displayed for spoken dialogue and sounds

Assistive Technology

Face the student

Reduce noise

Well lit room

Small group work

Instructional Practices

ReferencesAmerican Speech-Language-Hearing Association. (2014). “Hearing Assistive Technology.” Retrieved Oct 01, 2014 from http://www.asha.org/public/hearing/Hearing-Assistive-Technology/

Behrmann, M., Jerome, M. C. (2002). “Assistive Technology for Students with Mild Disabilities” ERIC Clearinghouse on Disabilities and Gifted Education Arlington VA. Retrieved Oct 01, 2014 from http://www.ericdigests.org/2003-1/assistive.htm

Erickson, W., Lee, C., von Schrader, S. (2014). Disability Statistics from the 2012 American Community Survey (ACS). Ithaca, NY: Cornell University Employment and Disability Institute (EDI). Retrieved Oct 01, 2014 from www.disabilitystatistics.org

Friend, M. (2014). Special Education: Contemporary Perspectives for School Professionals. (4th edition). New Jersey: Pearson.

GreatSchools.org (2014). “Assistive Technology.” Oakland, CA.

LD Online (2010). “Accommodations for Students with LD.” National Joint Committee on Learning Disabilities. Washington, D.C. Retrieved Oct 01, 2014 at http://www.ldonline.org/article/Accommodations_for_Students_with_LD

North Shore Pediatric Therapy. (2014). “ADHDInfographic.com” Retrieved Oct 01, 2014.

Richert, Kit. (2014). “How to Help Your Student with an Auditory Processing Disorder.” Teaching Community. Retrieved Oct 02, 2014 from http://teaching.monster.com/benefits/articles/2324-how-to-help-your-student-with-an-auditory-processing-disorder