Special+Needs

=Special Needs Resources= These resources are designed to help Special Needs students from many different age groups.


 * ~ ==**Reading and Writing**== ||

Problem
||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= ===Expected Outcome=== ||
 * < Students use limited vocabulary in essays ||< * [|Thesaurus.com] ||< Students are able to use vocabulary familiar to them and then look up new words for essays. The word processor and website both are relative faster than looking up words in a thesaurus ||< Students will be able to expand their vocabulary in their writing. ||
 * < Spelling and Grammar ||< * Use word processors for their spell and grammar checkers


 * Word prediction programs ||< Allows for students to find the correct spelling of a word used in their writing. Gives the students ideas on how to correct grammar and lets them know that they made an error

Able to assist students who have trouble coming up with a word and/or spelling a work ||< Student will be able to create written assignments that are easier to read and understand. Students should be able to write an essay with few spelling and grammatical mistakes ||
 * < Students struggle reading unknown words ||< * Reading pens ||< The pen is able to scan single words on a hard copy page (e.g., in a textbook) and have the word read aloud with a built-in speech synthesizer. The pen can also give the definition for increased understanding ||< Students will be able to use the reading pen to increased independent reading and build reading confidence ||
 * < Students have trouble comprehending reading passages ||< * [|Achieve 3000] instructional software ||< Instructional software that uses technology to help each student progress towards increasing reading and writing proficiency ||< Students will have increased their reading comprehension at their own pace. ||


 * ~ ==**Visual Impairment**== ||
 * = ===Problem=== ||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= ===Expected Outcome=== ||
 * < Orientation and mobility ||< * [|Talking Clock]
 * [|Talking Watches]
 * Cane with Sensors ||< These technologies assist in the area of teaching that emphasizes the need and basic right of visually impaired students to travel independently, enjoying and learning from the environment through which they are passing. ||< Students will learn about themselves and the environment in which they move. ||
 * < Communication modes ||< * Verbal View of Windows XP
 * [|Mobile Manager]
 * Duxbury Braille Font for Windows ||< These technologies assist in the communication area of learning, Communication needs will vary, depending on the degree of functional vision. ||< Students will learn about technology that allows them to create their own messaging technology as a communication tool. ||
 * < Social interaction skills ||< * [|Talking Word Puzzles]
 * [|Electronic Talking Battleship] ||< These technologies assist in the instruction of social interaction skills. With assistive technology and through careful, conscious, and sequential teaching students will learn social interaction skills. ||< For visually impaired students these skills can many times mean the difference between social isolation and a satisfying and fulfilling life as an adult. ||
 * < Physical education ||< * [|Basketballs with Directional Beeper] ||< These technologies assist in physical education activities that are excellent and appropriate for visually impaired students. ||< Students will develop recreational and leisure activities that they can enjoy throughout their lives. ||
 * < Learning Devices for Course Access ||< * [|Money Talks]
 * [|Book Wizard Reader]
 * [|Book Port]
 * [|Motion PAD] ||< The adaptive technologies used depend primarily on the abilities and strengths of the students. A student skilled in Braille will receive most of the course information in tactile format, whereas a student geared towards auditory learning will be the recipient of taped lectures, computer-synthesized screen readers, and other vocal learning methods. ||< With adaptive technologists, the future of education for visually impaired students is a brighter one. ||


 * ~ ==**Communication**== ||
 * = ===Problem=== ||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= ===Expected Outcome=== ||
 * < Students have difficulties interacting with peers ||< * Online communities
 * Discussion forums
 * Instant Messenger ||< Allows for students to interact with peers in other ways that just face to face conversation. It also will help increase students reading comprehension and writing skills ||< Show students other ways to communicate with each other on the internet ||

ADD, speech || Assistance features of the Macintosh computer:
 * ~ ==**General Concerns**== ||
 * = ===Problem=== ||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= ===Expected Outcome=== ||
 * < Students get bored with non-hands on assignments ||< * Multimedia Presentations ||< Multimedia presentations combine written word, content, graphics animation and sound in an interesting, creative, visual, interactive format. This helps the students stay engaged in the lesson ||< Using multimedia presentations will help student pay attention during the lesson and retain more information by relating to their learning style ||
 * < Students have trouble retaining information ||< * [|PLATO] ||< Instructional software provides students with a drill and practice which helps increase students chances of retaining the material. ||< Students will retain the information they learned by continually practicing their newly learned skills ||
 * < Students have a lack of motivation for completing assignments ||< Educational video games* [|Netrover]
 * [|Eduplace] ||< Students are able to play games over the topic they are covering. This motivates students to learn and helps them understand new ideas ||< Students will become self motivated by online educational games. They will acquire new skills by using the educational video games. ||
 * < Excessive Absences ||< * Teacher Website for daily assignments ||< When students are absence they have the option to get on to the teachers website to see that days assignment. If the assignment is available online they can complete the assignment at home ||< Students will have time to complete the assignments they missed at home. Parents would also be able to view the teacher’s website to see what their child missed. This will help reduce the amount of make up work ||
 * Students have trouble organizing their thoughts || Concept mapping software
 * [|Inspiration]
 * [|Egems] || Concept mapping software allows for visual representation of ideas and concepts. These representations are presented in a physical manner and can be connected with arrows to show the relationship between ideas || Students will be able to organize and structure their writing by using the concept mapping software ||
 * Students have any of the following difficulties: visual, hearing,communication,
 * Zoom
 * Full keyboard navigation
 * Sticky Keys and Slow Keys
 * Mouse Keys
 * Closed-Captioning in QuickTime
 * Visual alert
 * Spoken items
 * Talking alerts
 * Speech recognition
 * Display adjustment || These features that the Mac provides can help students with disabilities achieve goals. || Student's will improve quality of work. ||