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Philosophy of teaching students with special needs
Philosophy of teaching students with special needs
Experience with special needs students
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Title Portfolio Activity One: Assistive Technologies Assistive Technology or “AT” is a term used in this context to describe an item or technique used to make the navigation of a home, school or play environment more accessible for a child with special needs (Lowenthal & Egan, 2003). This paper is written to explore some of the assistive technology (AT) options available to serve two children with special needs in separate circumstances. Low, mid and high tech options will be addressed with regards to the specific needs and intentions of the parents and teachers in each child’s life. Attached is a table offering options for assistive technology in the classroom to support the educational goals of each child.The first case study addressed in this paper is Savannah, a three-year old student who is wheelchair bound. She has a seizure disorder and has been diagnosed with spastic cerebral palsy. She has limited vision but seems to be able to recognize items presented to her such as shapes and colors. Savannah participates in “social” language. She loves music and cause/effect activities. She knows all of her colors and shapes, is able to recite the alphabet by rote. In written word, Savannah recognizes both her name and those of her classmates. Savannah’s parents have expressed a desire to have her placed in a more restrictive classroom, and her teacher is interested in working more to support Savannah in the areas of writing and organizational skills. Some assistive technology suggestions for use in supporting Savannah are discussed below. Because Savannah’s teacher is working on encouraging Savannah in the area of writing, assistive technology options to support this area of development will be discussed herein. A low-tech ... ... middle of paper ... ... References Assistive technology overview. (2010, February 26). Retrieved from http://www.nectac.org/topics/atech/overview.asp. Fridge phonics – Fridge DJ set. (2011). Retrieved from http://www.leapfrog.com/school/prod_pages/Fridge_Phonics.html. Lerner, J W., Lowenthal, B, & Egan, R W. (2003). Preschool children with special needs (2nd ed.). Boston, MA: Allyn and Bacon Publishing. Talking shape recognition busy box. (2011). Retrieved from http://enablingdevices.com/catalog/assistive_technology_devices_used_in_education/special-communicators-accessories/talking-shape-recognition-busy-box. Time tracker. Retrieved from http://enablingdevices.com/catalog/autism_products/schedulers/time-tracker. Tots n tech. (2011). Retrieved from http://tnt.asu.edu/. Vibe writer. (2011). Retrieved from http://enablingdevices.com/catalog/useful-devices/special-devices/vibe-writer
In this paper I will discuss two different case studies. The first case study involves a 35-month old girl named Kim who struggles with meal time, potty training, and play time with others. I will discuss four assistive technology devices, that would work for Kim. These devices will assist Kim with balance, mobility and undressing. The second case study involves a school age child name Billy, who struggles with benchmark objectives. Billy is in the fourth grade and use Assistive technology devices reading and math. I will discuss different AT devices that can be used to assist Billy with reading and math.
Student, environment, task, and assistive technology tools (SETT) consist of several questions that serve as a guide for collecting data and making important assistive technology decisions” (Barbara, n.d.). The purpose of these questions is for the IEP team to “consider the student’s needs and abilities, develop a system of tools that address the student’s needs, and connect the AT assessment with the proposed intervention.” (Marino, 2006, p. 21). When asking these questions it’s important to focus on all aspects of “SETT”: the student, the environment, the task, and the devices being used. The ultimate goal is to have a balance between all four areas (Marino, 2006).
10)”The Child with Special Needs"by Stanley I. Greenspan and Serena Wieder. Massachusetts: Perseus Books, 1998.
There are many “tools” that could be considered for a student who has trouble listening and understanding instructions. Sometimes, just an adjustment of where the child sits fixes the problem or eliminates the barrier. Other times, assistive technology is needed. Today, the options for assistive technology are endless. In Samanthas case there were many options of assistive technology I could provide her with to help her be successful in the classroom.
The Web. The Web. 30 Apr. 2014. The 'Standard' of the 'Standard'. Getskow, Veronica, Dee Konczal, and Beverly Armstrong. Kids with Special Needs: Information and Activities to Promote Awareness and Understanding.
Assistive technology is often used by individuals with a learning disability. A learning disability “describes a neurobiological disorder in which a person’s brain works or is structured differently” (Lee1). A person’s abilities can be severely affected from a learning disability. They may listen differently, talk differently, write, spell, organize, and work with school subjects in a different way. Learning disabilities also affect people’s individual and personal lives to a great extent. According to the National Institutes of Health, one in seven children has a learning disability. The disability manifests itself when the child shows difficulty in reading, writing, spelling, and conversing with others. The added time they need to process information may make them seem less intelligent then others around them, but this is not the case. Individuals with learning disabilities are just as smart as anyone else; they just need to learn in a different way. The earlier a learning disability is noticed and detected, the earlier a child may be able to learn how to deal with or compensate for it (Lee 1). This is where assistive technology comes into play.
Introduction The use of visual supports in special education has long been a practice in developing individualized educational support systems. Visual supports are tools that are used to increase the understanding of language, environmental expectations, and provide structure and support for individuals with disabilities. Visual supports are flexible enough that they can be provided in a variety of ways, and across multiple settings. Since the rise of inclusive classrooms, students with disabilities have been included in the general education classroom for a portion, if not a majority, of their school day.
Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.
Sexton, D., Snyder, P., Sharpton, W.R., & Stricklin, S. (1993). Infants and toddlers with special needs and their families. Childhood Education, 278-286. Annual Theme Issue.
Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. Albany, NY: Delmar.
... CLD info sheets: assistive technology. Council for Learning Disabilities. Retrieved on April 24, 2005, from http://www.cldinternational.org/c/@CS_yKIo7l8ozY/Pages/assistive.html
United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but is relevant to all children with SEN as they progress and the Education System places additional burdens upon them. For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can
Robin Roberts, a parent of a multi-sensory disabled student from Moore, SC states “Early intervention is key to parents who have children with special needs. From the moment you bring them home, all it takes is a phone call. The first phone call I made was to SCSDB.”
Someone working with special needs children should be aware of the many factors that contribute to a child’s improvement. Although there are many factors, some of the main ones include the child’s social interaction, environment, and also overall health.