Module 4

1. Resources for Individual Instruction Specifics for: ADHD, Auditory Disabilities, Reading and Writing Learning Disabilities

2. Reasons to use resources Individuals with Disabilities Act (IDEA, 2004) Follow Individual Education Plan (IEP) accommodations Provide Least Restrictive Environment (LRE)

3. IEP Established once identification and evaluation has taken place Provides recommended classroom accommodations and possible assessment modifications Reviewed and updated annually

4. Least Restrictive Environment (LRE) Progressive path Paths provide as much access to the regular classroom environment as possible Only adds specialized services that would remove the student from the regular education environment as needed to meet each student’s goals in the IEP

5. LRE-most access Support Services Takes place out of the classroom Therapist consults and may suggest classroom strategies with teachers but does not assist in the classroom Psychological counseling (ADHD) Speech therapy (auditory needs) Occupational Therapy (writing needs)

7. Special education paraprofessionals

8. Step Two

9. Special education teachers as co teachers (regular education teacher as lead teacher)

10. Step Three

12. Special Education Teachersas Co Teachers Special education teacher may or may not be highly qualified in a content area (mostly at 9-12 level) Supports and collaborates with lead, regular education teacher May do the following: Modifications of assignments Small group instruction Behavior control Include subtitles in visual presentations Read material aloud for reading disabilities Review in small groups as needed

13. Special Education Teacheras Lead Teacher Referred to as Resource classes Special education students only Small group sizes (usually under 10) Teaches same content but with accommodations Sometimes called self-contained classrooms Examples of students in self-contained classes: Traumatic brain injuries Paraplegic Severely autistic

14. Examples of Accommodations Classroom Practices Assistive Technology-Support Devices Readily available May help all students Assistive Technology-Specialized Usually must be ordered or bought for the specific student or disability group

15. Classroom PracticesADHD-Behavior Disorders Positive Reinforcement Discuss preferences with parents, students, and previous teachers to plan rewards and methods of reinforcement Schedules Structure and routine Nonverbal cues Must be discussed with student and reinforced at home Preferential Seating Must be discussed with student May be used as positive or negative reinforcement

16. Classroom PracticesAuditory Disabilities Subtitles to videos and presentations Eye to mouth sight Consult with speech therapist about student’s ability to distinguish words through lip reading Watch for assistive technology devices Make sure the student is using their hearing device properly Include student with other non disabled students Early encouragement with peers is key to social development

17. Classroom PracticesLearning Disabilities-Reading/Writing Presentation Audio tape Large Print Designated Reader Response Allow verbal, written, and/or computer use for responses Timing Allow extra time

18. What Assistive Technology (AT) is NOT: a person, a strategy, a method, a shorter assignment, or a different location in the classroom. Assistive Technology (AT) IS also called Support Devices

19. Assistive Technology (AT) IS: Used to increase, maintain, or improve achievement of students with disabilities. Any piece of equipment or system that has been bought, modified, or customized to meet the above purpose.

20. Assistive TechnologySupport Devices Calculators Word Processing software Note taking guides Graphic Organizers Subtitle features (auditory) Smart Response System Headphones-books on tape (reading/writing) Behavior tracking sheets-rewards/consequences (ADHD) Removal of distractions (ADHD) Chorales (ADHD)

21. Assistive TechnologySpecialized ADHD Invisible clock (worn on the belt) Teacher can set times for breaks Fin, Fur, and Feather Bureau of Investigation Software game that works on ignoring distractions Auditory Disabilities Examples Audiometer Teletext Android Phone Speak Pad application Iphone ISign application Learning Disabilities Examples Text to Speech (TTS) Voice recognition Predictive texts Mind mapping software Screen readers

22. Assistive TechnologyGuidelines Needs Assessment Inclusion in IEP Ongoing evaluation of effectiveness Examples for Georgia http://public.doe.k12.ga.us/DMGetDocument.aspx/Assistive_Technology_Resource_Guide.pdf?p=6CC6799F8C1371F6D3B6B31946FD0F5CB73AF088936932AD79C7D16213A3A250&Type=D

23. References Georgia Project for Assistive Technology. (2008). Assistive technology consideration resource guide. Georgia Department of Education. Retrieved from http://public.doe.k12.ga.us/DMGetDocument.aspx/Assistive_Technology_Resource_Guide.pdf?p=6CC6799F8C1371F6D3B6B31946FD0F5CB73AF088936932AD79C7D16213A3A250&Type=D Gromisch, E. S. (2010). ADHD and assistive technology. Bright Hub. Retrieved from http://www.brighthub.com/education/special/articles/74108.aspx National Center for Learning Disorders. (2006). Accommodations for students with LD. LD Online. Retrieved from http://www.ldonline.org/article/Accommodations_for_Students_with_LD Reed, P. (2011). Getting started with assistive technology. My Child without Limits.org. Retrieved from http://www.mychildwithoutlimits.org/?page=assessing-your-childs-needs