|
Diverse Needs and
Abilities |
|
The
contact for Assistive Technology
needs is Dibbi Denson or Karen
Richey (co-op) |
|
|
Middle
School student population includes
students with autism, auditory
sequencing, ADHD, ADD, behavior
disabilities, speech impairment, and
dyslexia. |
|
Criteria Descriptors |
Disability/Impairment 1 |
Disability/Impairment 2 |
|
Disability/Impairment |
Auditory Sequencing |
Autism |
|
Resource 1 |
http://www.kidshealth.org/parent/medical/ears/central_auditory.html |
http://www.microsoft.com/enable/guides/ |
|
Resource 2 |
http://www.microsoft.com/enable/guides/ |
http://www.specialed.us/autism/assist/asst10.htm |
|
Resource 3 |
http://www.ldonline.org/article/8056 |
http://www.nationalautismassociation.org/autismoverview.php |
|
Description of the
disability/impairment and how it
effects the learner's ability to
learn |
A child with auditory sequencing
problems may experience confusion with number of sequences,
lists or lists of directions.
Hearing 94 instead of 49. Cannot
process oral instructions with
multiple steps. |
Autism affects all systems of the
body to various degrees and a
variety of combinations. Autism can
affect motor skills, cognitive
functioning, behavioral controls,
and neurological processing. Can be
called 'pervasive behavior disorder'
because it affects various areas of
the body in different combinations
and with various degrees of
severity. As educators our goal is
to learn what works for the child so
she/he can learn in the classroom. |
|
Types of Students |
Regular ed, special ed |
Students may be mainstreamed with
modifications or in a tiered
situation for a particular class. |
|
Grade Levels |
1 |
Middle School, 6-8 |
Middle School, 6-8 |
|
2 |
High School, 9-12 |
High School, 9-12 |
|
Instructional Areas |
1 |
Organizational |
Organizational |
|
2 |
Listening |
Communication |
|
3 |
Reading |
Reading |
|
Standard Instructional Technology
Tools |
1 |
Digital voice recorder |
Talk Pad |
|
2 |
Notebook |
Specialized desktop software |
|
3 |
Software |
Video Taping |
|
Instructional Strategies |
1 |
Visual Cues |
Visual Cues |
|
2 |
Written instructions |
Study Buddy pairing |
|
3 |
Collaboration |
Positive Reinforcement |
|
Modifications and Accommodations of
Task and Expectations |
Seating preference, pair with
partner, written text, set up
computer defaults to accommodate |
Seating preference, adjust mastery
levels, hardware/software
accomodations, |
|
Assistive Technology Solutions |
Digital voice recorder, adapt
computer desktop settings and
displays, software, |
Adapt computer desktop settings and
displays, hardware and software, |
|
|
|
|
