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Accommodating students with disabilities in YOUR classroom

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... to other agencies DCS LDANS CMHA CPA SDHHNS CNIB Questions and Comments Contact Information Tammy Harrison 563-8041 tammy.harrison_at_nscc.ca Thank You ... – PowerPoint PPT presentation

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Title: Accommodating students with disabilities in YOUR classroom


1
Accommodating students with disabilities in YOUR
classroom
  • Session Facilitator
  • Tammy Harrison
  • NSSAL Conference March 3rd, 2006

2
Welcome!
  • Introductions
  • What would you like to learn in this session?
  • Brief introduction to disabilities- examples and
    impact
  • Discussion questions
  • Potential strategies to assist students
  • Concluding questions and feedback

3
What are some different types of disabilities you
may see in your classroom?
  • Neurological
  • Psychiatric
  • Learning
  • Developmental
  • Physical
  • Visual
  • Hearing

4
What are some examples of each?
  • Neurological- Cerebral Palsy, ADD/ADHD
  • Psychiatric- Schizophrenia, bipolar disorder
  • Learning- dyslexia, dyscalculia, dysgraphia,
    nonverbal
  • Developmental- Down Syndrome, autism
  • Physical- arthritis, Chrons disease
  • Visual blind, low vision
  • Hearing-deaf, hard of hearing

5
What impact can they have?
  • Self esteem issues- lack of confidence
  • Concentration problems
  • Attendance problems
  • Organizational issues
  • Anxiety around testing
  • Withdrawn, quiet
  • Unwilling to ask for help
  • Unwilling to admit there is a problem
  • And

6
  • What type of disabilities do you see the most?

7
  • Which disabilities challenge your students the
    most? Why?

8
  • What are other challenges that your students face?

9
  • What type of disabilities challenge you as a
    teacher the most? Why?

10
What are some strategies that I can use to assist
students?
  • Universal Instructional Design
  • Peer tutoring
  • Alternate testing
  • Assistive Technology
  • Referrals to other agencies

11
  • What is Universal Instructional Design (UID)?

12
What are the principles of UID
  • Materials should be
  • 1) accessible
  • 2) flexible
  • 3) consistent
  • 4) explicit
  • 5) supportive and
  • 6) minimize unnecessary physical effort while
  • 7) learning environments should be accessible and
    appropriate for multiple teaching methods.

13
What does this mean for MY classroom?
  • Practical things you can do regarding testing
  • Explicitly state what will be on tests (Chapters,
    pages, important material)
  • Explicitly state what type of questions will be
    on test (multiple choice, true false, short
    answer)
  • State value for questions
  • State what will not be on the test

14
What does this mean for MY classroom?
  • Practical things you can do regarding testing
    continued
  • Allow tests to be taken in alternative format
  • Allow extra time for tests
  • Allow private room for testing
  • Allow tests to be broken down into smaller pieces
    (chunking)
  • Possibly allow for other modes of assessment
    rather than testing (papers, presentations)

15
What does this mean for MY classroom?
  • Practical things you can do regarding report
    writing/ papers
  • Provide examples of good papers
  • Show grading rubrics
  • Allow drafts to be submitted for feedback
  • Encourage writing circles for peer support
  • Break papers down into smaller pieces Outline,
    research, drafts

16
What does this mean for MY classroom?
  • Look at the structure, accessibility and use of
    your classroom space
  • Determine the physical needs of you and your
    students
  • Determine the learning needs of you and your
    students
  • Determine the social needs of you and your
    students (quiet space, small groups)
  • Does your classroom fit with the needs of
    everyone involved?
  • If not, how can you change it?

17
Remember
  • UID is not a strict set of rules to follow when
    working with SWD, it for the improvement of all
    students.
  • Creativity and adaptability are key for UID

18
What are some resources to help my students now?
  • Peer tutoring
  • Professional tutoring
  • Alternate testing formats (print, oral, video,
    tape recorded, chunked)
  • Assistive Technology
  • Referrals to other agencies

19
What are the differences between peer tutoring
and professional tutoring?
  • Cost
  • Training
  • Environment
  • Comfort level
  • Knowledge/background
  • Types offered (Content, Time Management/Organizati
    onal, Paper Writing, etc)

20
What are some general Assistive Technology
Software packages that may assist my students?
  • Kurzweil
  • Dragon
  • Texthelp Read and Write (Gold and Standard)
  • Inspiration
  • Zoomtext
  • JAWS

21
Referrals to other agencies
  • DCS
  • LDANS
  • CMHA
  • CPA
  • SDHHNS
  • CNIB

22
  • Questions and Comments

23
Contact Information
  • Tammy Harrison
  • 563-8041
  • tammy.harrison_at_nscc.ca
  • Thank You
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