Assistive Technology NeedsDerrick S. EvansITEC 7130Summer 2012

Introduction As a 3rd grade teacher who has a few students that require differentiation in instruction, this presentation will focus on the need for resources to support students. The purpose of this presentation is identify the resources needed to support students with a number of mild learning disabilities, including ADHD, auditory disabilities, and other learning disabilities that especially impact the areas of reading and writing.

Overview for working with students with special needs

In order to successfully teach each child, the instructor must be able to delivery the course content in ways that will provide the most positive learning experience for each child. Formative assessments will help you develop your instruction. Instructors should use the assessment data to help set teaching goals and monitor student learning. Continual evaluation of your instruction and student response is essential. Utilization of the Universal Design for Learning will allow you to offer flexibility to students by offering a variety of materials, teaching methods, and assessment options. Reference to Gardner’s Multiple Intelligences will aid the instructor in developing a variety of learning tools and will allow students a variety of learning environments.

Resources to enhance student’s educational experiences

Universal Design for Learning • Incorporation of Gardner’s Multiple Intelligences

Individualized Learning Support• Assistive Technology for Auditory Disabilities• Support for ADHD Learning Disabilities• Support for Mild Learning Disabilities that effect Reading

and Writing

Universal Design for Learning• Remove barriers to learning by offering

flexibility in materials, teaching methods, and assessment delivery.

• Integrate technology to provide greatest flexibility to plan, implement, and assess learning activities.

• Adhere to tenants of Universal Design to develop instruction and assessment that effectively meets the diverse needs of students.

Gardner’s Multiple Intelligences• Gardner’s theory that individuals learn in different ways based on

culture and biological influences provides a framework for incorporating the Universal Deign.

• The seven intelligences identified by Gardner include: Bodily-Kinesthetic; Interpersonal; Intrapersonal; Linguistic; Logical-Mathematical; Musical; Naturalistic; and Spatial.

• Incorporating the variety of Learning Intelligences will allow for reaching the most students in more effective and more in-depth learning formats.

• Incorporating the Learning Intelligences into your instruction will allow the instructor to provide Assistive Technology and Non-Technology Aids to all students, while incorporating the needs of the students with Learning Disabilities without drawing attention to the student’s special needs.

Individualized Learning Support

•Individualized learning support focuses instruction on active learning

•Utilizes digital media and communication to enhance learning opportunities while providing repetition and varied skill levels

•Allows students to learn with flexible options that address there specific instructional needs

Assistive Technology for Auditory Disabilities

•Personal Frequency Modulations (FM) Systems

•Infrared Systems

•Induction Loop Systems

•One on One Communicators

•Audio/Visual Aids

Support for ADHD Learning Disabilities

• Utilize technology toolso Word processors /computerso Video and interactive modules

• Develop rules & routines

• Break down assignments into smaller components with different delivery styles

• Communication with the parent/guardian through homework folders and email

• Provide the student with activities that focus on his/her learning styles and abilities of engagement

Support for Mild Learning Disabilities that effect Reading and Writing

• Technology Toolso Videotaping classo Word Processors/Predictorso Application Softwareo Internet Communicationo Multimedia toolso E-books

• Note Taking – provide online notes for students to refer back to and to compare with for study purposes

• Classroom Organization – eliminate unnecessary distractions and resources that will over-stimulate students

Supportive Non-Technology Aids

• Reduce the Distance from the Student to the Instructor

• Reduce Background NoiseoTalking / TV Monitors/ MusicoComputers / “tones and chimes”oVentilation/Fans / HVAC systems, etc..oProvide “white” noise to drown out distractions

• Improve Classroom Acoustics o Install carpetoAvoid hard walls, or provide “padding” for hard wallsoStandardize classroom procedures and activities to

eliminate noisy areas

ReferencesAbilityNet GATE. Global Assistive Technology Encyclopedia (GATE) Retrieved June 17, 2012 from http://abilitynet.wetpaint.com/

American Speech, Language, Hearing Association. Hearing Assistive Technology (HATS) for Children. Retrieved June 17,1012 from http://www.asha.org/public/hearing/Hearing-Assistive-Technology-for-Children/

Behrmann, M., Jerome, M. K. (2002) Assistive Technology for Students with Mild Disabilities: Update 2002. Retrieved June 17,2012 from http://ericae.net/edo/ed463595.htm

Cennamo, K.S., Ertmer, P.A. & Ross, J.D. (2010). Technology Integration for Meaningful Classroom Use, A Standard Based Approach. Wadsworth Cengage Learning

North Central Regional Educational Laboratory. Assistive Technology to Meet K–12 Student Needs. Retrieved June, 17, 2012 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm

University of Buffalo School of Public Heath & Health Professionals. Assistive Technology Training Online Project. Retrieved June 17, 2012 from http://atto.buffalo.edu/