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Removing Barriers with Assistive Technology
Transcript of Removing Barriers with Assistive Technology
Copies & Materials
3. Graphic Organizers & Modified Academic Materials
high tech OR low-tech
(or no tech!)
are tools created to
provide access to the curriculum
help to implement
accommodations and modifications
manner or setting
in which information is presented OR the
manner in which students respond
to student (and adults) in regards to expectations and strategies
are designed with the student's
for student goals
encourage and develop
Closer view/visual tracking needs
Help in sharing
Opportunity for extension and higher order thinking
WHY individual copies
technology for photographing or recording notes
and focus tools?
Maintain connection to lesson or discussion
Prioritize specific learning goal (i.e. staying on task)
Help with recall and retention
Provide students with duplicate and supporting material that matches the whole class model and teacher presentation
Provide students with visual or kinesthetic support to help focus on a particular skill or concept
Tools that use visual structures to express knowledge, concepts, thoughts, or ideas, and the relationships between them.
Provide students with cues for behavior, language and learning
Provide predictability and a sense of control
Help students to pace themselves or divide longer work into more manageable chunks.
WHY Graphic Organizers and modified materials?
Compare and contrast
Allow for linear OR non-linear thinking
Can be individualized for learning style
WHY verbal & Visual Prompts?
Support verbal participation
Useful for students with social and language-based disabilities
Help with recall
Hold students accountable for participation
Help second language learners
Useful for students with ADHD and Spectrum disorders
Preview of content
Break down multi-step tasks
Provide ownership and sense of control
Provide extended or reduced time
Structure student worktime
Allow for breaks
Opportunities for self-monitoring
individual copies of anchor charts
key concept cards
focus and key word cards
modified versions of assignments
sentence starters or "turn and talk" starters
accountable talk charts/lists
step by step directions for individual work
of adaptive tools...
Making Accommodations with
Let's take a
The ultimate goal for these tools is to
adult support and allow the student to complete a task
Prezi created by
What might be the goal for a student using this material?
This teacher probably created this material for the student to:
a) create a comic book
b) have a visual reminder of each daily mini-lesson in writing a how-to book.
c) have a checklist of what to bring to his or her desk
d) color in the empty boxes
Quick Quiz 1
This student's short term goal might have been (choose any that apply):
a) Use word bank to engage in lesson while taking notes on key words and concepts.
b) Have something kinesthetic to do with hands during a lesson.
c) Work on an independent assignment in smaller chunks.
d) Use verbs correctly 80% of the time.
Quick Quiz 2
In this Social Studies assignment 5th grade students were asked to write brief journal entries, from the point of view of New Amsterdam director generals, related to specific historical or life events. Which type of learner might benefit from the emoticons on this modified graphic organizer?
a) A student with ADHD
b) A student with Dyslexia.
c) A student with Autism
d) A student with Sensory Processing Disorder
Quick Quiz 3
When is the
time to introduce a verbal or visual prompt?
a) Before an important lesson
b) When a difficult behavior is in process.
c) When a student is at lunch with friends.
d) After a difficult lesson.
Quick Quiz 4
How might you adapt this whole-class checklist to support a student with writing skills far below grade level, and who is easily overwhelmed by writing assignments? (check all that apply)
a) Highlight a few key items on the list
b) Cut the list into shorter pieces and work on each section individually.
c) Duplicate the list and place it in the student's homework binder
d) Email the list to the student's parents
Quick Quiz 5
A teacher introduces a timer to a high school student to help her attend to work for short bursts of time. However, instead of focusing on the work, she spends the whole time looking at the timer. What is the problem?
a) The timer is too big.
b) The timer is too small.
c) The timer may not be the appropriate tool to help this student stay on task.
d) The student doesn't know how to use a timer.
Quick Quiz 6
we create is
not the best tool
If it doesn't work the first time, look at what went wrong.
Refine it and try again
The student should have input into how tools are designed and implemented. This helps to build