If you teach students with learning disabilities and you use technology to support these students, LD@school wants to hear from YOU! Video entries may be used in the creation of a new LD@school technology learning module for educators. All video submissions are due by Friday, March 10, 2017. All entries will be entered into a random draw for one class pizza party.
Without appropriate accommodations, students with attention deficit hyperactivity disorder (ADHD) may find themselves at a disadvantage. If these students are then asked to “try harder”, despite making an effort that may already be above and beyond what is expected or necessary for their peers, they may develop anxiety and low self-esteem related to their difficulty in learning.
When an assessment from a qualified professional recommends the use of assistive technology for a student with a learning disability, the assistive technology must be included in the student’s IEP and educators have a legal obligation to make these tools available to the student.
This video discusses the role that assistive technology can play in helping students with LDs remediate their reading skills as well as compensate for areas of weakness. Reading is a difficult task that does not come naturally to humans; it draws on many different cognitive processes at the same time including: decoding words, understanding meaning, creating mental pictures, making inferences and many more.
What are Google Docs, Apps and Add-ons and why should my students with LDs use them? Let’s start with a review of both differentiated instruction (DI) and Universal Design for Learning (UDL) to answer that question.
I often get asked the question, “what is the best spelling tool?”. My answer to this is, “when supporting a learning disability, you need to support beyond the spelling, and support the writing”. So what we really are looking for are great writing tools. Writing is broken into a few stages, Planning, Composing, Editing, and Adding. Let’s consider spelling within the editing stage.
Assistive technology (AT) can be of tremendous benefit to students with learning disabilities (LDs); AT can compensate for a student's skills deficits, needs and/or area(s) of disability. The key to effective AT is finding the right match between the AT tool, the learning disabilities, and the task. Students with LDs will most often require AT that assists with reading, language, organizational skills and processing information.
In this interactive webinar, DJ Cunningham will help educators understand how to utilize assistive technology in the classroom to enhance student engagement and learning. Leading with pedagogy and following with technology is an approach to help students strategically understand how to use assistive educational technology, such as Read&Write for Google ChromeTM and Google Apps for Education.
How can assistive technology be used in the classroom to support the acquisition of reading skills by students with LDs?
The act of reading draws on many different processes simultaneously. A reader must decode words, know what they mean, understand words when they are strung together in sentences, understand the use of pronouns, make connections between ideas using relationship markers, create mental pictures, make inferences, sum up information, and so forth.
In this review, the authors examine at the efficacy of assistive technology (AT) for intermediate level (grade 6-8) students with learning disabilities (LDs). Additionally, the authors present a number of research findings and suggestions for implementing AT.