This document discusses resources for teachers to help meet the needs of students with special needs. It recommends that teachers review Individualized Education Plans to understand each student's specific challenges and accommodations needed. The document provides examples of both technology and non-technology accommodations that can help students with disabilities like ADHD, autism, and auditory processing issues. Suggestions include using visual schedules, assistive listening devices, text-to-speech software, and adjusting teaching styles to incorporate students' interests and provide structure. The goal is for teachers to differentiate instruction and find the right accommodations to help all students learn.

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Working With Students That Have Special Needs
Jennfier Messer
ITEC Module 4

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Scenario
You are a teacher who has a few students that
require you to differentiate your instruction. Three
have been diagnosed with ADHD, while one has an
auditory disability, and requires a special device in
order to hear. In addition, you have a number of
students that have mild learning disabilities that
impact all areas, especially reading and writing. As
you prepare for the school year, you ask yourself,
"What resources do I have in order to help me meet
my students' needs?"

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Individualized Education Plans

Before beginning the year assess your class dynamics by
reviewing Individualized Education Plans (IEPs)

Who should have an IEP? “A child who has difficulty learning
and functioning and has been identified as a special needs
student.”

A special needs student could be a students with a learning
disability, emotional disorder, hearing/vision impairment,
developmental delay or other challenge

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How to accommodate a class of
diverse learning abilities?
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Technology can play a key role in the classroom and help
teachers to meet each students individual needs

Assistive Technology is an umbrella term that includes
assistive, adaptive, and rehabilitative devices for people with
disabilities and also includes the process used in selecting,
locating, and using them

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6 Steps to Finding a AT

Step 1: Collect child and family information. Begin the discussion about the child’s
strengths, abilities, preferences and needs. What strategies have been found to work
best?

Step 2: Identify activities for participation.

Step 3: What can be observed that indicates the intervention is successful? What is
his/her current level of participation and what observable behaviors will reflect an
increase in independent interactions? What changes (e.g., number of initiations,
expression attempts, responses, reactions, etc.) will you look for?

Step 4: Brainstorm AT solutions and test the appropriate ones

Step 5: Try it out.
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Step 6: Identify what worked, Re-use what worked
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Examples for Mild Disabilities: Note Taking, Organization and writing

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Example- Non Technology
Accommodation
Mark’s School Day
I Am Here
Home Room
Math Class
Science Class
Reading
Lunch
Band
P.E.
Language Arts
History
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A student with behavior
disorders or autism may
get overwhelmed at the
unknowns of the day. Being
able to know what is next
and gauge his/her days
progress gives a since of
ownership and security to
the student. Creating a
visual schedule with a
marker to move throughout
the day may ease the
anxiety caused by the
school day.

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Examples- Technology
Accommodation

Text-to-Speech Software

iPads or tablets for eBooks or App based learning

Assistive listening devices

Audio Books

ZoomText Software

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Accommodating a Student with
Autism
Small, almost unnoticeable to other students, changes can be
made to accommodate the student.
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Adjust teaching styles in minor ways to ease behavioral
disturbances:

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Have the same schedule each day
Summarize a lesson before you begin instruction
Avoid sarcasm and figures of speech
Identify students special interest and incorporate them into the
lessons
Incorporate technology:

Allow student to take notes on a laptop

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Accommodating Students with
ADHD
1.
Create a seating chart and place those students with ADD or
ADHD close to the teacher and the board but away from windows
and doors
2.
Allow students with ADD or ADHD to record instructional time.
These students struggle to process oral instruction so the ability
to re-listen to it may help
3.
Assign students “note taking partners” to help with full content
4.
Lighten the Homework load
5.
Give extra time for test taking
6.
Give the students with ADD or ADHD special tasks or errands to
run. Getting them out of their seats and moving around will help
them focus.

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Additional Resources

http://www.healthcentral.com/autism/c/1443/156580/accom
modate-autism/
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http://www.additudemag.com/adhd/article/1664.html