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Here is the best quote ever about using technology to learn something!!!!

When Thomas Edison was asked what it was like to fail so many times when trying to create the light bulb, he said: **// I have not failed 1,000 times. I have successfully discovered 1,000 ways NOT to make a light bulb; I only needed to find one way to make it work ~ Thomas Edison //**

**// Teachers are "Knights" in Shining Armor ~ Andrew Rappaport //**

//Technology for students to me is sort of like Edison's quote. When searching for the right technological answer for students with disabilities, there may be a thousand choices. But we only have to find one way to make it work.// =__// Here are some of those ways: // __=

**SmartBoard technology (click on the text in blue to get to the link)**
The following video is an advertisement showing some of the uses of a Smartboard in an elementary level classroom. If these teachers can use it for their students, imagine what we could do with ours!

And here is an article about Kindles and how they can be integrated into our classrooms.


===**Hamlet's Facebook Profile (click on the text in blue to get to the link)**=== Here's a link to a Facebook page I made for Hamlet. It's obviously a work in progress, but it's just to show how students can use it to communicate among themselves in a way that's fun and still relates to the lesson. Students can work individually or in groups to create pages for each character, write about their interests from their point of view, and even comment on each other's pages how the characters would have done, had they lived in our time. This is also a good way to implementation of technology for students with disabilities, because students who may feel uncomfortable talking in person, or speaking in front of their peers, can log into their Hamlet (or whatever story) Facebook profile and chat that way to show what they've learned. As the weeks continue & the class continues to read the story together, the posts will get more in depth. Students will be graded on the quality & quantity of their interactions each week.
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Other interesting and useful technologies are: =__Teaching Language Arts__= “Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language”
 * 1) Using a Wiki
 * 2) Computer labs
 * 3) Video-stream databases
 * 4) Old-fashioned chalkboards
 * 5) Overhead projectors
 * 6) Laptops and Netbooks
 * 7) Ipad's and Tablet PC's
 * 8) Using Moodle to create course websites for students and others. A Moodle course typically includes things such as course calendars, lesson plans, assignments, and other class resources.
 * 9) Televisions, DVD players and VCR's

This article describes an educational experiment in which students who are second language learners and diagnosed with learning disabilities were provided with reciprocal teaching and split into groups that involved both group and individual work. The results of the study did not prove a large difference between group and individual work, but the results did show that these students’ reading comprehension had improved. The students experienced reciprocal teaching for 15 days before being split into groups. I think this is where they began their success. This article relates to my prospective teaching career because the efficiency of teaching methods in reading comprehension and language arts will affect me greatly. This article provided me with the information that reciprocal teaching can help students, whether they go on to work on their reading in groups or individually.

“Writing Better Sentences: Sentence-Combining Instruction in the Classroom” This article explained the different aspects of using a certain teaching strategy for writing quality sentences. The information in this article is particularly useful to me because I plan to teach high school English, and I’ll need a simple way of helping students write better sentences if they need it. This method is useful for students with learning disabilities and students who are learning English as a second language, which makes it all the more useful. Basically, in order to help students create more complex sentences, one must start from the simplest sentences and direct the student to combine the different sentences by finding matching subjects, verbs or adjectives.

“Effects of Self-Monitoring on the Narrative and Expository Writing of Four Fourth-Grade Students with Learning Disabilities”

This article described an educational experiment in which four students with learning disabilities were instructed to “self-monitor” during their writing process. The results showed that they all improved both the amount of writing they could achieve and the quality of their writing. This article is about fourth graders, which makes it a little bit out of my field, but the study is still useful because high school students can also monitor themselves. The article also outlined the difficulties that students with learning disabilities can come across during the writing process, which is valuable information that I must keep in mind as a high school language arts teacher.

Klingner, J.K., & Vaughn, S. (1996). Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language//. The University Chicago Press,// 96 (3), 275-293.

Asaro-Saddler, K. & Saddler, B. (2010). Writing Better Sentences: Sentence-Combining Instruction in the Classroom//. Preventing School Failure//, 54 (3) 159-163.

Goddard, Y. & Sendi, C. (2008). Effects of Self-Monitoring on the Narrative and Expository Writing of Four Fourth-Grade Students with Learning Disabilities. //Reading and Writing Quarterly//, 24, 408-433.

__**Assistive Technology**__

 * Talking Calculator - built in speech synthesizer that reads aloud each number, symbol, and answer. Great for math!
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 * Personal FM Listening System - transmits the speakers voice directly to the listener's ear. This device helps the listener focus.
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 * Great for those who have trouble with listening or attention in the classroom.
 * Alternative Keyboards - keyboards with special overlays that customize the appearance and function of a regular keyboard.
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 * Great for any class, but especially writing.
 * Electronic Math Worksheet - software that helps students align and organize math problems. The work is done on a computer screen and the questions can also be read aloud.
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 * Trackball or joystick - great for students with the inability to control movements
 * A joystick can be used by many other parts of the body, not just the hand.

__Assistive Technology Laws__

 * //South Dakota v. Hood -// A special needs studnet could not be denied any needs a student or person needs to make his/her life easier
 * //Brisson v. Department of Social Welfare -// the state should be able to provide whatever assistive technology a vision-impaired person needs to improve their life
 * //Blue v. Bonta -// That there is no way to exclude stairway chair lifts from coverage under the medical equipement category.

__﻿Top 4 Tips__
1. Choose the Right Assistive Technology (AT) for Special Education Students Low-tech devices are non-electronic and have no complex parts. Some examples include pencil grippers and picture communication systems. Medium-tech devices include mechanical and electronic devices with moving parts that usually perform one function. This includes items such as switch toys and calculators. High-tech devices have complex electronics and computer components and have multiple uses and applications. 2. Assess Student Needs - Determine the Simplest Way to Address the Problem It is often best to choose the least complex technology necessary to meet the student's needs. The more complex and time-consuming AT is, the more difficulty a student is likely to have with it. If technology is not portable for use in multiple classroom settings, it may affect the student's ability to participate in general education. If the technology requires close adult assistance, students may flounder in classes. If the AT makes a student self-conscious, he may avoid using it. 3. Consult an Assistive Technology Specialist for a Reliable, Valid Assessment Your school district's special education administrator, family physician, or other professionals working with the student can assist with evaluating for appropriate technology. They can also refer you to area independent evaluators who can assist you with identifying appropriate AT for your child. 4. Try it Before You Buy Many independent AT evaluators have devices available for short-term loan or long-term rental. Some evaluators also sell devices. As with any major purchase, get a second opinion if possible. Ask the vendor to provide references to speak with others who have used the device. When possible, use the loaner devices in the environment the student will be working. Ask the teacher for realistic feedback on how the device worked.

Logsdon, Ann. "Tips for Choosing the Right Assistive Technology." //Learning Disability - What is a Learning Disability?//. N.p., n.d. Web. 29 Nov. 2010. [].

=__**Here are some websites, articles, and alternatives that would help those coping or dealing with having students or children with disabilities:**__= = =
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This site covers almost everything teachers need to know about accommodating students with disabilities in their classrooms. It basically lists the different aspects of accommodation in a straightforward manner, covering everything from classroom seating to how to administer exams. The website is from a school and pertains to a specific college within that school, but the information can be valuable to any teacher that will come across students with disabilities (all teachers).

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This site lists useful strategies for teachers to keep in mind when assigning homework to a classroom that includes students with disabilities. Some examples include communicating effectively with the home of the child, promoting study skills and only assigning homework that is easy for the child to understand how to do. This is another example of a site that can be useful to all teachers.

> [] > This article provides tips on how to become an informed consumer of such technology, offers a parent's perspective on assistive technology, examines federal legislation, discusses effective use of technology with young children and how to integrate technology into a student's IEP, and suggests a process for funding technology. The article concludes with a list of readings and organizations that offer additional information on assistive technology. > [] > This guide was prepared by the Frostig Center in Pasadena, California, which is devoted to children with learning disabilities. Marshall Raskind, Ph.D., Director of Research of the Center, was the project director and primary author. Dr. Raskind is an authority on technology and learning disabilities. > [] > This fact sheet describes the rights and use of assistive technology for students with disabilities. > [] > Despite adequate cognitive ability, learning disabled students' difficulties with basic skills such as reading and writing can prevent full participation in the classroom and later in critical adult life activities. Computer technology provides the answer for many of these students. > [] > This article will discuss how various modes of technology (including technology designed as augmentative communication systems), can be used for children with autism to increase or improve their overall understanding of their environment; expressive communication skills; social interaction skills; attention skills; motivation skills; organization skills; academic skills; self help skills; and overall independent daily functioning skills. > [] > This article focuses on cooperative efforts by many of the major computer and software developers towards making computers and software more usable - for all. > [] > Tips for professionals in evaluating computer programs, which can be used -- like any other learning tool -- in developmentally appropriate or inappropriate ways. From the National Association for the Education of Young Children > [] > Following is a partial list which highlights some of this legislation, with the public laws that directly impact the area of assistive technology shown in bold print. > [] > The public school's special education system is a source of a wide range of educational services, special supports, and even AT that may be needed by children with disabilities to benefit from the public school's educational system. > [] > Describes the general philosophical basis for using augmentative communication with young children and children functioning at young levels. > [] > Technology can open doors and break down barriers for children, youth and adults with learning disabilities. Whether in the classroom or workplace, technology can provide a vital difference. Here we explore new developments in technology, and practical insights into the promise and realities of making technology work for people with learning disabilities.
 * **Assistive Technology: Becoming an Informed Consumer - NICHCY**
 * **Assistive Technology Guide for Students with Learning Disabilities**
 * **Assistive Technology for Individuals with Learning Disabilities**
 * **Assistive Technology for Students with Learning Disabilities**
 * **Assistive Technology for Students with Learning Disabilities**
 * **Assistive Technology for Children with Autism**
 * **Assistive Technology for Children with Autism**
 * **Computer Access Program - From the TRACE Center**
 * **Technology in Early Childhood Programs**
 * **Technology in Early Childhood Programs**
 * **Assistive Technology Legislation**
 * **Assistive Technology Legislation**
 * **The Public School's Special Education System as an Assistive Technology Funding Source: The Cutting Edge**
 * **The Public School's Special Education System as an Assistive Technology Funding Source: The Cutting Edge**
 * **Simplified Technology for Children with Disabilities**
 * **Simplified Technology for Children with Disabilities**
 * **Technology Related Articles from LD OnLine**
 * **Technology Related Articles from LD OnLine**


 * __Other Ways Technology Can Help:__**


 * Web quests
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 * It helps you design an online scavenger hunt. Creates a hands on activity where kids can learn about history for themselves.
 * Readability
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 * This is a website that helps you read online articles. To prevent yourself from getting distracted or mindless website browsing, readability is a website you can use to cut out anything besides straight text, cutting out the numerous ads and games that present themselves on many sites now a days.
 * Sharing Audio Journal
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 * With the thousands of apps on phones today, this one can be useful to teaching. You can use for short audio memos or to record a talk or lecture. As a teacher, you can do this and easily upload to your class/school website, so students have access to it in their homes in case they would like to go back over it later.