Meeting the Needs of All Learners

Presented by: Connie R. Courtright ITEC 7530, Spring 2012

Every student can learn,

just not on the same day

-- George Evans.

or the same way.

Preparing to meet the needs

O Expect several students with ADHD (Attention Deficit Hyperactivity Disorder). These students have difficulty blocking out extraneous stimuli and attending to lessons. They may have difficulty with impulse control, tend to fidget, and have a need to burn energy.

O One student has an auditory disability and requires a special device to hear.

O Multiple students have learning disabilities which affect all areas, but especially reading and writing.

“I’m not a Special Ed teacher!”

General Education teachers need to be familiar with the Individuals with Disabilities Educational Act (IDEA) in order to fulfill their responsibilities in following the Individualized Education Plans (IEP) for certain students in their classes.

“Why are these kids in my class?”

Services are required by IDEA to be provided in the Least Restrictive Environment (LRE). Special education students have a right to be educated alongside their non-disabled peers to the greatest extent possible. This means that the general education classroom is the preferred setting and first option. Special Education teachers, speech therapists, and others may come into your classroom to provide services, or the child may leave the room for periods to receive such services.

“What is an IEP and where did it come from?”

Students who have been identified, evaluated, and determined eligible for Special Education services have an IEP written to address their specific educational needs. The IEP is written by a team familiar with the child’s needs; the team typically includes teachers, parents, a psychologist, and relevant therapists. The plan details what types of services and supports the child will receive. The level of support depends upon the effect of the student’s disability on the student’s educational outcomes.

“What do I have to do?”First, the general education teacher should read the IEP. It may require certain accommodations and modifications (changes) to be made for the student. The teacher is legally obligated to follow the IEP. The teacher should seek clarification and support as needed from the special education liaison. The IEP may require the use of assistive technology (AT). Even if AT is not specified in the IEP, you are encouraged to use AT that will benefit the student and help them achieve their educational goals.

“What is assistive technology?”

Assistive technology (AT) is any type of equipment that can be used to improve a student's educational experience. There are three categories of AT:O No-tech— items that are not electronicO Low-tech— electronic, but not as

sophisticated as a computer O High-tech— complex multi-function

devices

AT to benefit students with ADHD

O http://www.abledata.com/abledata.cfm?pageid=19327&top=32590&deep=2&trail=22,11436

Please follow the link to see adapted desks. The Alphabetter Desk lets students sit or stand based on energy levels. Several study carrel options are available to help ADHD students limit distractions.

AT for the Hearing Impaired

O http://www.abledata.com/abledata.cfm?pageid=19327&top=13446&ksectionid=0&productid=194716&trail=22,13436&discontinued=0

O Students with auditory disabilities may not be completely deaf. Students who are hard of hearing may have difficulty distinguishing voices in a group setting. The personal amplification system on the linked webpage allows up to three speakers to talk to the hard of hearing student. This system will make it possible for the student to take part in cooperative group interactions.

AT for Reading Disabilities

O http://www.gatfl.org/LearningDisabilitiesGuide/READINGPROBLEMSDISABILITIES/AssistiveTechnologyResourcesReading.aspx

Students with Reading disabilities that affect their ability to decode words, may benefit from Text to Speech Software, which will read text to them.

AT for WritingO Students with learning disabilities that

affect writing are hesitant to put ideas on paper. Allow students to use a word-processing program on the computer to compose and spell-check their writing. This also alleviates the issue of illegible handwriting. For more ideas visit Georgia Tools for Life.

http://www.gatfl.org/LearningDisabilitiesGuide/WritingDifficulties.aspx

AT for Learning Disabled

O Students with learning disabilities often need support for comprehending text. The appropriate graphic organizer and guidance with use can support students in understanding what they read. Search edHelper.com for “graphic organizers.”

O http://search.edhelper.com/cgi-bin/ednet.cgi

America's future walks through the doors of our schools every

day.Mary Jean LeTendre.

SourcesO AbleData. http://

www.abledata.com/abledata.cfm?CFID=26387262&CFTOKEN=8b2f4374e8cf6471-20EDE36F-AFC5-B4C2-DB3D6D1C6002433F&jsessionid=043066bac0f3ff00a8781b3322952782f705

O Behrmann, Michael. Assistive Technology for Students with Mild Disabilities http://www.ericdigests.org/2003-1/assistive.htm

O Edhelper.com Graphic Organizers.http://search.edhelper.com/cgi-bin/ednet.cgi

O Georgia Tools for Life. Learning Disabilities and Assistive Technologies. http://www.gatfl.org/LearningDisabilitiesGuide/READINGPROBLEMSDISABILITIES.aspx

O National Dissemination Center for Children with Disabilities. http://nichcy.org/schoolage/iep/iepcontents/supplementary/

O U. S. Department of Education. Building the Legacy: IDEA 2004. http://idea.ed.gov/