EDC3100-Combined - Copy

ASSISTIVE TECHNOLOGIES : 

ASSISTIVE TECHNOLOGIES EDC3100 ICT and Pedagogy Megan Petersen Samantha Hughes

Contents : 

Contents Rationale Position and Reasoning Appropriate context for use Pedagogical approaches Legal/Ethical considerations Curriculum area focus

Rationale : 

Rationale Assistive Technologies enables all students with special needs to be included in curriculum activities. Teachers must learn how to teach students with such diverse needs.

Rationale : 

Rationale Assistive technology is able to maximize strengths. Assistive technology is used to “increase, maintain or improve functional capacities of individuals with disabilities”. (Schneider, 1999).

Assistive Technology: Hindrance or Help? : 

Assistive Technology: Hindrance or Help? AT should not be seen as a replacement Improving opportunities for students with a disability Not just for schooling, but also for daily living

Assistive Technology: Hindrance or help? : 

Assistive Technology: Hindrance or help? Al students learn differently, but have the right to participate and have adjustments made to suit their individual needs

Contexts : 

Contexts Assistive technology is available for use in; The classroom At home For play and recreation The community With such a vast range of assistive technologies to choose from for any setting

Examples of Assistive Technology : 

Examples of Assistive Technology http://www.youtube.com/watch?v=HXchQnJ6PoE

Classroom and student Organisation : 

Classroom and student Organisation To provide the optimal learning environment for students with special needs.

Managing the learning Environment Involves: : 

Managing the learning Environment Involves: Setting up the physical environment Managing the student's special needs Using appropriate teaching strategies Creating a positive classroom environment.

Teaching Strategies : 

Teaching Strategies Know and understand the students and their needs Plan lessons Make adjustments to lesson plan to accommodate all students Access educational support staff Resources and equipment to assist learning Use visual cues Allow students time

Curriculum Area Focus : 

Curriculum Area Focus the learning environment resources (including syllabuses) teaching (teaching styles and methods) assessment methods and procedures the values and ethos of the school the relationships and behaviours among students and teachers.

How the needs are meet for students with disabilities in relation to whole-school planning : 

How the needs are meet for students with disabilities in relation to whole-school planning adjustments to school organisation adjustments to curricular organisation, delivery and assessment provision and deployment of specialist equipment and/ or technology provision of specialist support provision of additional personnel individualised plans modifications to the physical environment

Curriculum planning within the whole-school : 

Curriculum planning within the whole-school Considers the learning sequence and learning experiences for all students across year levels, including the needs of students with disabilities. Identifies the pedagogical strategies that can be used to support the range of students with disabilities within the year level/cohort Ensure that the disability and key learning area specific knowledge is woven into planning at all levels. Identifies who should be included in the team that plans for students with disabilities. Manages the use of school resources to enable teachers to focus on advancing the learning of their students with disabilities.

EAP - Educational Adjustment Program : 

EAP - Educational Adjustment Program Is an individualised program to support students with special needs. Identify students from Prep to Year 12 who meet the EAP criteria. Report education adjustments

EAP : 

EAP There are three components of EAP: Verification EAP Profile Validation

Legal Rights : 

Legal Rights Right to education and training opportunities for students with a disability. Educators have an obligation to accommodate students with disabilities. Strategies to prevent harassment and victimisation. http://education.qld.gov.au/about/files/external.html http://education.qld.gov.au/curriculum/framework/p-12/docs/guidelines-swd.doc

References : 

References Ashman, A., & Elkins, J. (Eds.). (2009). Education for inclusion and society (3rd Ed.). Frenchs Forest: Pearson Education Australia. CAST: Transforming education through universal design for learning.(2010). Retrieved on 02.04.2010 from www.cast.org CAST: National Centre on universal design for learning. (2010). Retrieved on 02.04.2010 from www.udlcenter.org Foreman, P. (Eds.). (2008). Inclusion in Action (2nd ed.). South Melbourne, Vic.: Nelson Australia. Gargiulo, R. M. (2006). Special Education in contemporary Society: An introduction to exceptionality. (2nd e.d). Belmont: Wadsworth. Jackson, C. (2010). The learning Place. Retrieved on 03.04.2010 from www.learningplace.com.au The Australian Disability Clearinghouse on Education and Training. (2007). Retrieved on 01.04.2010 from http://www.adcet.edu.au/ The State of Queensland (Department of Education and Training). (2008). Curriculum Guidelines for students with disabilities. Retrieved 01.04.2010 from http://education.qld.gov.au/curriculum/framework/p-12/students-disabilities.html Queensland Studies Authority (2009).Learning and Disability support . Retrieved March, 16, 2010, from www.qsa.qld.edu.au :/www.qsa.qld.edu.au/downloads/p-9/qcar_el_science_yr3.pdf