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Teaching and Learning with Technology in Special Education
Transcript of Teaching and Learning with Technology in Special Education
Intellectual ability, attention deficits, memory, and thinking skills
Reading, language, arts, mathematics
Technology Integration Strategies
Reading: Use reading skill software, text-to-speech products, and interactive storybooks.
Writing: Use voice recognition software and word prediction software.
Mathematics: Use graphing software, drills, games, and tutorials
Students with moderate to severe cognitive disabilities require considerable effort to ensure that they acquire daily living skills such as personal hygiene, shopping, and use of public transportation. In addition, software is available to help teach important functioning skills such as money and time management.
Technology Integration Strategies
Software helps teach/reinforce functional skills
Money management, daily living, employability
Videos enhance acquisition, maintenance, and transfer of functional and community-based behaviors. Technology and Sensory Disabilities People with sensory impairments have a reduced lack of ability in using one or more of three senses- vision, hearing, and touch. Impairments may be present along with other disabilities. The use of technology does not fix or remove an impairment but can re mediate its effects so that a person is able to fully or near fully use it. At-risk students Definition: Gifted and Talented Group 2: Misty Kincade, Karrie Bray, Karla Solis, Crystal Moore, and Christina Miranda Teaching and Learning with Technology in Special Education Computer Use with Visual Impairments Enlarge display of a monitor by using screen enlargement software.
Some enlargers incorporate speech output to reduce the strain associated with reading large blocks of text.
Most common programs used are Zoom Text Xtra (AI Squared).
Screen enlargement technology can be combined with a scanner to magnify printed text.
Blind people access computer output with speech or braille output systems. Hearing Impairments There are few adaptations available or necessary for hearing impaired. Sound is used little in mainstream applications such as word processing or email and, when it is used, there is often a visual alternative. Limited Sensibility Loss of sensitivity in hands or fingers can benefit from speech input software such as Dragon Naturally Speaking or Voice Xpress to control a computer and enter text. Students at risk for school failure are not consider disabled in the sense of the federal definition of disability. However, their lack of success in school often parallels the low performance of students with disabilities. At-risk students are students who are not experiencing success in school and are potential dropouts. Usually, they are low academic achievers who exhibit low self-esteem. Generally they are from low socioeconomic status families. At-risk students tend not to participate in school activities and have a minimal identification with the school. They have disciplinary and truancy problems that lead to credit problems (USLegal).
Thanks to technology now we can offer our At-risk students more help to get their grades up but also to help their self-esteem. Learning Difficulties and Strategies: Learning Difficulties:
1. Difficulty remembering things to do, sequence of tasks.
2. Inability to read and comprehend at grade level.
3. Difficulties in written expression
4. Difficulties in math computations and concepts
5. Lack of motivation to engage in school work Strategies
Provide a reminder service such as:
Use a specialized prompting device: http://www.attainmentcompany.com
Provide digital text in a text-to-speech program:
Use a predictive word processor:
http://www.wordq.com Technologies Available Joysticks - for students with severe physical disabilities that allow them to input information into the computer
Alternative keyboards - provides students with limited manual dexterity the ability to use computers independently
Voice recognition software - students who are not able to write by hand, find handwriting tedious or have illegible handwriting can use this software to create text from their speech Students, children, or youth who give evidence of high achievement capabilities in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities. Definition: Pyryt's P's Pace - Acceleration can accommodate gifted students. Content acceleration is possible through diagnostic testing followed by prescriptive instruction. Subject matter acceleration is available through numerous face-to-face and online courses. Process - Allowing gifted students to develop their potential of their process skills in necessary. There are numerous sites that develop the creative thinking for such students. Passion - Allowing students to find their passion and interests. Students can do this by researching on the internet and through problem-based learning environments. Products - Gifted students can demonstrate their knowledge through products. This can be shown through technologies like podcasts to multimedia projects. Peers - This can be accomplished through social networking, simple email, or keypal sites that encourage socialization through technology. (How to develop the potential of the intellectually gifted.) Offer support for dictation such as:
Use online calculators such as:
Use teaching tools such as:
Shift power and control for the student to take responsibility:
http://goanimate.com/ References www.tcsea.org/downlaods/helping_students.pdf
Robley, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching. (6 ed., pp. 405-408). Prentice Hall.
Robley, M.D., & Doering, A.H. (2012). Integrating educational technology into teaching. (6 ed., pp. 408-410). Prentice Hall
Robley, M.D., & Doering, A.H. (2012). Integrating educational technology into teaching. (6 ed., pp. 398-413). Prentice Hall Education for students with special needs encompasses strategies for those with physical and/or mental deficits and those with special gifts or talents.
Special educators must be concerned with two types of technology:
Assistive technology: Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.
Instructional technology: Two common approaches can be used when integrating technology into instruction or therapy.
When technology is used to make the curriculum accessible, students with disabilities have the same opportunities to learn as their peers without disabilities. Technology in Special Education