2. All students are able to learn, as teachers we need to asses the strengths
and weaknesses of the students in our classrooms and incorporate
Universal Design for Learning into our lessons and classroom. UDI
suggests that teachers can remove barriers to learning by providing
flexibility in terms of options for materials, methods and assessments
(Rose & Meyer, 2002)
This flexibility and customization is especially important for students
with disabilities. These students benefit greatly when assistive
technology and teaching strategies are incorporated into the classroom.
These students are not intellectually impaired, they just learn in
different ways or need to have hurdles to learning cleared, so that they
can have the same educational opportunities as their fellow classmates.
Our goal should be to create a learning environment that is inclusive for
the disabled student and allows the student to be in a regular classroom
as much as possible. Studies have indicated that students without
disabilities also benefit from inclusive classrooms.
3.
4. Least Restrictive Environment (LRE) - A
learning plan that provides the most possible
time in the regular classroom setting.
Inclusion – A term which involves bringing
the support services to the child in the
classroom, instead of separating the child
from the other students.
Learning Disability - a neurological disorder
that affects one or more of the basic
psychological processes involved in
understanding or in using spoken or written
language
5. Auditory Disability –a disorder that effects
the way auditory information is processed by
the brain
Assistive technology or adaptive technology
(AT) is a term that includes assistive,
adaptive, and rehabilitative devices for
people with disabilities and also includes the
process used in selecting, locating, and using
them.
6. Work to determine what type of help each
student needs
Communicate verbally, in writing and displayed
in the classroom the rules, classroom
expectations, schedules and assignments.
Teach study skills and learning strategies
Schedule breaks, allow student to work standing
at the board
Provide step by step directions, both verbally
and in writing.
Allow the student to complete assignments on a
computer.
7. Lee Swanson (1999) and his colleagues Show rather than explain
found two major intervention practices Supplement with more intact senses (use
that produced large outcomes. One is visual cues, signals, handouts,
direct instruction. The other is learning manipulatives)
strategy instruction.
Reduce or space directions, give cues
Teachers who were applying those kinds such as “ready?”
of intervention:
broke learning into small steps; Reword or help decipher confusing oral
and/or written directions
administered probes; Teach abstract vocabulary, word roots,
supplied regular quality feedback; synonyms/antonyms
used diagrams, graphics and pictures to Vary pitch and tone of voice, alter pace,
augment what they were saying in stress key words
words; Ask specific questions as you teach to
provided ample independent, well- find out if they do understand
designed, intensive practice; Allow them 5-6 seconds to respond
modeled instructional practices that (“think time”)
they wanted students to follow; Have the student constantly verbalize
provided prompts of strategies to use; concepts, vocabulary words, rules, etc.
and Avoid asking the child to listen and write
engaged students in process type at the same time
questions like “How is that strategy Excerpted from the LDA of California and
working? Where else might you apply it?” UC Davis M.I.N.D. Institute "Q.U.I.L.T.S."
Calendar 2001-2002
8. Web application/e-reader to read stories
aloud
Icommunicator
Digi-wave personal listening system
Windows XP Assistive Software
Computer/Laptop
Spell check, grammar and thesaurus software
I-Pad/I-Pod Touch
Software – Tap to Talk, Easy Speech Pro,
Vanguard Springboard, Proloquo2go, Vmax,
Verbally and Lingraphica
9. For students with auditory disabilities a
printed calendar listings assignments and
class activities is a helpful tool.
Providing written outlines and notes on class
lessons will support students with both
auditory and mild learning disabilities.
Break down information into small parts for
the student to understand and grasp.
Incorporate memory tricks like mnemonics
into your instruction.
Use visual, auditory and tactile cues to
augments teaching concepts.
10. Students who have trouble focusing can
use graphic organizers to assist in
arranging thoughts and ideas. This is an
effective tool for students with ADHD.
