2. Scenario 1 to be Examined Student #1:This child suffers from Attention Deficit Disorder (ADD); no Individual Education Plan (IEP) has been issued for this child but he/she struggles to remain focused and schoolwork reflects the situation; currently the student is on medication but requires additional attention from the educator to remain on task.
3. Strategies for ADD Students:Non-Technological ApproachesIdeas provided by Susan Carney http://www.suite101.com/content/classroom-interventions-for-add-a32506 Provide Structure: Set routines and schedules Set Clear Expectations: Directions for assignments must be uncomplicated and repeated as often as necessary; visual tends to be the most effective Give One-Step Instruction: One direction presented at a time will avoid confusion Prepare for Transitions: Ample warning prior to any changes from the set schedule Alter the Environment: Place students in front of the classroom Develop Cues: Private signals will assist in bringing the student back to task Use Proximity: Presence of the educator in child’s line of focus will bring student back to task Streamline Items: Keep it simple; organizational requirements minimal difficulty Give Lots of Praise: Consistent positive re-enforcement will boost confidence and result in the desire to improve performance Manage Behavior: Plans where the student can assist in dictating goals empower the child to achieve and move forward
4. Student #1 Personal Reflection Students with ADD are not “lazy”, behaviorally challenged, or unmotivated Students with ADD want to be successful but cannot remain in focus for long periods of time Students with ADD will appear quiet and shy Students with ADD will hesitate to ask questions when they do not understand the material Students with ADD are embarrassed when they “drift” and are brought back to attention Students with ADD generally are not able to stay well organized By understanding the habits of a child suffering from ADD, the educator can make adjustments to their lesson plans and teaching strategies in order to accommodate the student’s needs. ADD students are successful in the General Education classroom with minor adjustments per the teacher that require no use of actual technology. Note: Author of this presentation has a son who suffers from ADD .
5. Scenario 2 to Be Examined Student #2: This child has significant vision loss which began at birth. The student is very bright, eager to learn, and has been educated in the reading of Braille and voice activated technology in order to complete tasks required in the curriculum. The student has an IEP where specific Assistive Technology has been purchased by the school system in order for the student to be successfulin the least restrictive environment. Specifically, a general education classroom.
6. Devices for Students with Visual Impairment: Technology Usage Dolphin Easy Converter: allows users to create versions of printed learning materials that can be converted to Braille, MP3, large print, or a DAISY digital talking book. This can be done in two ways, either from electronic files on the user's computer or from printed documents scanned in to Microsoft Word. Once the file is created, users can output it in any format they choose, making this a possible solution for classrooms with a wide variety of learning needs for reading. (techmatrix.org product description) Basic math skill software: fully switch/scan accessible with spoken text and large print. (techmatrix.org product description) Screen Reader Programs: present graphics and text as speech. A screen reader is used to verbalize, or "speak," everything on the screen including names and descriptions of control buttons, menus, text, and punctuation. (microsoft.com product description) Large-print word processors: allow the user to view everything in large text without added screen enlargement. (microsoft.com product description)
7. Scenario 3 to be Examined Student #3: Suffers from severe hearing loss. The student is unable to function without the use of special listening devices. This child responds well to non-technological uses through visual presentations. The student has an IEP where specific Assistive Technology has been purchased by the school system in order for the student to be successful in the lease restrictive environment. Specifically, a general education classroom.
8. Devices and Strategies for Students with Significant Hearing Loss: Strategies and Technology integration Assistive Learning System: device that has a microphone for the teacher to speak into that transmits to the HI student. With this device, the teacher’s voice is clear and cuts down on background noises. http://www.suite101.com/content/technology-for-hearing-impaired-a16539 Smart Board Technology: reflection of computerized lessons transmitted onto an interactive screen usual established in the front of the classroom. Classroom Acoustic Levels: Installation of tiles on the floor and walls of classroom will decrease background noises which interfere with a hearing impaired student’s listening device; carpet installation will not necessarily assist with the acoustics of the classroom but can reduce noises originating from the floor. http://www.hearingloss.org/learn/nixonmj02.asp
9. Final Thought Assistive Technology produces amazing tools that enable students challenged with disabilities the opportunity to function in a general education classroom leading to other life achievements. The responsibility of locating proper technology for their students lies with everyone involved in the enrichment of that child. Educators have a responsibility to every student they come in contact to assist in providing the best resources possible in order for the child to be successful in an inclusive environment. Educators, YOU must EDUCATE the EDUCATOR!
