1. SAMANTHA HUGHES
INSTRUCTIONAL TECHNOLOGY FOUNDATIONS

2. A “student with special needs” means a
student who has a disability of an
intellectual, physical, sensory, emotional or
behavioral nature, has a learning disability
or has exceptional gifts or talents”.
www.bced.gov.bc.ca/roundtable/snfunding

3.  Inclusion in education is an approach to educating students with
special educational needs. Under the inclusion model, students with
special needs spend most or all of their time with non-disabled
students. Implementation of these practices varies. Schools most
frequently use them for selected students with mild to severe special
needs
 Least restrictive environment means that a student who has a disability
should have the opportunity to be educated with non-disabled peers, to
the greatest extent appropriate. They should have access to the general
education curriculum or any other program that non-disabled peers
would be able to access.
http://en.wikipedia.org/wiki/Inclusion_(education)
http://en.wikipedia.org/wiki/Least_Restrictive_Environment

4.  Poor auditory memory—both short term and long
term
 Low tolerance level and a high frustration level.
 Easily distractible
 Finds it difficult, if not impossible, to stay on task
for extended periods of time
 Spontaneous in expression; often cannot control
emotions
 Easily confused
 Poor handwriting skills
 Poor concept of time
http://www.teachervision.fen.com/special-education/new-teacher/48460.html

5. Assistive technology is an umbrella term that includes
assistive, adaptive and rehabilitative devices for people
with disabilities and also includes the process used in
selecting, locating and using them. Assistive Technology
promotes greater independence by enabling people to
perform tasks that they were formerly unable to
accomplish or had greater difficulty accomplishing.
Assistive Technology provides enhancements to or changes
methods of interacting with the technology needed to
accomplish these task
http://en.wikipedia.org/wiki/Assistive_technology

6.  FM System-miniature radio stations operating on special
frequencies, The personal FM system consists of a
transmitter microphone used by the speaker and a receiver
used by you, the listener. The receiver transmits the sound
to your ears or, if you wear a hearing aid, directly to the
hearing aid
 Touch Screen Computers-This portable touch screen
takes advantage of children's natural desire to reach out
and touch what they see on the computer screen. They
make selections, move objects, pull down menus and draw
graphics, all with the touch of a finger!
http://www.asha.org/public/hearing/FM-Systems/
http://www.synapseadaptive.com/edmark/prod/tw/default.htm

7.  Visual Timer-Timer uses a diminishing red disc to graphically
illustrate time's passing.
 Scanning Pen-handheld device scans text as it's dragged along the
page. The pen displays the words on an easy-to-read screen,
speaks them aloud, and provides definitions
 Audio Books-The books are narrated by specialists in each
subject, so charts, graphs, and illustrations are accurately
described
 Personal Assistant Device (PDA) -a mini size computer used as a
planner to keep track of important task
http://www.additudemag.com/adhd/article/990.html
http://www.synapseadaptive.com/edmark/prod/tw/default.htm

8.  Provide oral instruction for students with reading
disabilities.
 Provide learning disabled students with frequent progress
checks.
 Give immediate feedback to learning disabled students.
 Make activities concise and short, whenever possible.
 Encourage cooperative learning activities when possible.
Invite students of varying abilities to work together on a
specific project or toward a common goal.
 Learning disabled students need and should get lots of
specific praise.
 When necessary, plan to repeat instructions or offer
information in both written and verbal formats.
http://www.teachervision.fen.com/special-education/new-teacher/48460.html

9. Adapted from University of Washington’s DO-IT Program
 Promoting an inclusive class climate-Encourage the sharing of
multiple perspectives by demonstrating and demanding mutual respect
 Employing a variety of delivery methods-Consider using multiple,
accessible instructional methods, such as lectures, collaborative
learning options, hands-on activities, internet-based communications,
educational software, fieldwork, etc. Utilize visual aids that are large,
bold, and uncluttered; provide instructions both orally and in printed
form.
 Incorporating accessible information resources and instructional
materials-Assure that course materials, notes, and other information
resources are flexible and accessible to all students
http://www.shu.edu/offices/disability-support-services/faculty-inclusive-learning-environment.cfm

10.  Teaching Students with ADHD
http://helpguide.org/mental/adhd_add_teaching_strategies.htm
 Inclusion in the Classroom
http://techinclusion.tripod.com/page3.html
http://www.kidstogether.org/inclusion.htm