Survey of Computers in Elementary Schools (ICE 234)
Department of Curriculum and Instruction, University of Nevada, Las Vegas
Christy Keeler, Ph.D.
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Lesson Plan:
Using Technology to Assist Students with Special Needs
Objectives:
Materials:
Using Technology to Assist Students with Special Needs
Objectives:
Students will:
- Identify technological tools and resources available to assist students with special needs.
- Define and give examples of “assistive technologies.”
- Present a technology-enhanced lesson in front of a classroom of students.
- Evaluate technology-enhanced lessons and teacher presentations.
1A. Teachers
demonstrate introductory knowledge, skills, and understanding of
concepts related to technology.
2A. Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
2B. Teachers apply current research on teaching and learning with technology when planning learning environments and experiences.
2C. Teachers identify and locate technology resources and evaluate them for accuracy and suitability.
2D. Teachers plan for the management of technology resources within the context of learning activities.
2E. Teachers plan strategies to manage student learning in a technology-enhanced environment.
3A. Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
3B. Teachers use technology to support learner-centered strategies that address the diverse needs of students.
3C. Teachers apply technology to develop students’ higher-order thinking skills and creativity.
6B. Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
6C. Teachers identify and use technology resources that affirm diversity.
6E. Teachers facilitate equitable access to technology resources for all students.
2A. Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
2B. Teachers apply current research on teaching and learning with technology when planning learning environments and experiences.
2C. Teachers identify and locate technology resources and evaluate them for accuracy and suitability.
2D. Teachers plan for the management of technology resources within the context of learning activities.
2E. Teachers plan strategies to manage student learning in a technology-enhanced environment.
3A. Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
3B. Teachers use technology to support learner-centered strategies that address the diverse needs of students.
3C. Teachers apply technology to develop students’ higher-order thinking skills and creativity.
6B. Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
6C. Teachers identify and use technology resources that affirm diversity.
6E. Teachers facilitate equitable access to technology resources for all students.
Materials:
- One teacher computer with lecture slides and web access
- Completed Lesson Plan II sign-up sheet identifying names of today’s presenters
- Digital video recorder, lavalieres, and tripod
- Digital camera
- Presentation Evaluation Forms (5 per student)
- A basket for collecting evaluation forms
- Envelopes for collecting evaluation forms (5 total)
- Video: Freedom Machines (queued)
Before students
arrive, write the names and order of today’s presenters on the board
and set-up the digital video camera to record student lesson
presentations. Assign one student to run the digital camera during the
presentations, one to run the timer, and one to
collect evaluation forms. Have all student presenters for today’s
lesson prepare
the teacher machine with any technology or files they will need to
demonstrate their lessons.
Video: Freedom Machines (10 minutes)
Lecture: Using Technology to Accommodate Students with Special Needs (30 minutes) — see slides; hear audio
Student Lesson Plan II Presentations (25 minutes)
Video: Freedom Machines (10 minutes)
Opening (5 minutes)
- Have you ever seen assistive technology devices in use, and, if so, how do you react when you see them?
- How can you prepare students without disabilities to learn beside individuals with disabilities who are using assistive technologies?
Announce daily
outline and objectives.
Lecture: Using Technology to Accommodate Students with Special Needs (30 minutes) — see slides; hear audio
Describe the
various special education and Section 504 students categories. Explain
students’ rights to a free and appropriate public education in
the least restrictive environment with individualized educational
plans.
Describe common educational structures used for addressing students’ special needs within Clark County School District.
Identify laws relating to technological availability for individuals with handicapping conditions, and discuss use of compliance testing Internet-based tools (e.g., WebXACT).
Provide examples of how technologies can enable students with disabilities to learn efficiently within mainstreamed or specialized environments, including a discussion of universal access features available within system software.
Describe common educational structures used for addressing students’ special needs within Clark County School District.
Identify laws relating to technological availability for individuals with handicapping conditions, and discuss use of compliance testing Internet-based tools (e.g., WebXACT).
Provide examples of how technologies can enable students with disabilities to learn efficiently within mainstreamed or specialized environments, including a discussion of universal access features available within system software.
Student Lesson Plan II Presentations (25 minutes)
Have all students
move to the front of the room. If they are presenting, they should
bring the materials they will need for the presentation and a writing
utensil. If not, they will need only a writing utensil. As thy do this,
prepare the digital video camera.
Hand out
evaluation forms (have each student take four forms) and review the
evaluation process. All students will evaluate every presentation
except their own. They must include at least one strength and one
recommended area for improvement for each presenter. After the
presentations, assign one student to pass around a basket and have all
students drop their forms in. Have the assigned student write the
student’s name who presented on an envelope, place all the evaluations
in the envelope, seal it, and give it to the student who presented.
In the order
students signed-up to present (at the beginning of class on the board),
have the first four or five students present. Each student will have 5
minutes to present his/her lesson and related materials. Use the timer
to ensure they do not go too long.
After each
student presents, encourage all remaining students to clap and allow
about one minute to ask and answer questions and write comments. After
four to five students complete their presentations, move to the front
of the room and ask students:
- What have you liked/disliked about these lessons?
- What do you think the presenters did well and what could they improve?
- What elements of the lessons do you think would most motivate students and why?
Closing (5 minutes)
- Review daily outline and objectives
- Remind students online videos are available
- Have students continue working on their e-portfolios, but they are not to begin Technology Journey II until assigned
- Review
the lesson plan, lecture
slides, and lecture audio.
- Review the Freedom Machines video (available in the CML). Prepare a one-page paper describing assistive technologies and how they can be used with individuals with severe disabilities.
- Review videos of lesson plans from three of your classmates who presented on this day. For each lesson plan, prepare a 2-3 sentence description of what you liked about the lesson and what could use improvement. You will give a copy to the author of the lesson plan and a copy to me.