Digital Storytelling

James R. Diaz, Wendy O' Leary, Stephen Openshaw

Modifications for Special Needs

For our digital storytelling project, it is possible to adapt the teacher’s instruction and the curriculum for any special needs students, and specifically for our circumstances this applies to hearing impaired students.  According to research, the various degrees or types of hearing loss are as follows:

·         A student with a mild hearing loss is likely to understand conversational speech face to face, but may miss much of class discussions if the voices are faint or the speaker is not in the student’s line of vision. The student may require a hearing aid, auditory training and speech therapy. 

·         A student with a moderate hearing loss is likely to have difficulty hearing and understanding group discussions. The student may require a hearing aid, an auditory training program and speech therapy. Specialised input relating to communication and language development also may be required. 

·         A student with a severe hearing loss may hear loud sounds when they are close.  The student will require a hearing aid, auditory training and speech therapy.  Specialised input relating to communication and language development will be required. 

·         A student with a profound hearing loss may only hear some very loud sounds. The student may rely on vision (lip reading and/or signing) rather than hearing as their primary avenue of communication. The student will require a hearing aid, auditory training and speech therapy. Specialised input relating to communication and language development is required. Some students with severe or profound hearing losses may be educated in segregated classes.

For our digital storytelling project, the following methods, strategies, and adaptations to the curriculum would greatly benefit these special needs students.

·         The creation of a positive listening environment through the reduction of reverberation and background noise in a classroom is important. 

·         Deaf/hearing impaired students:

should sit one to two metres from the teacher to ensure a strong signal and access to speech reading cues; may sit to one side with their ‘better’ ear towards the teacher;

should be seated away from heavy traffic areas. 

·         Invite the teacher of the deaf to talk to the class about the processes of hearing and the effects of a hearing loss (check that the deaf/hearing impaired student is happy for this to occur, they may even provide input); invite a deaf/hearing impaired person to talk to the class; use resources to demonstrate how deaf/hearing impaired students can overcome barriers, for example, captioned videos, telephone typewriters (TTYs);

Teachers should:

• utilize visual aids whenever possible. Use the board, maps, charts, illustrations, and captioned movies. The connection between illustrations and text is very important. A student with hearing loss does not have the ability to learn vocabulary and concepts vicariously, but the student may have mental picture of a concept without knowing the vocabulary.
• provide an outline or summary to be covered in advance to the student when showing videos or slideshows. Teachers should also provide captioned programs whenever they are available. During video and slide showings, should not speak over sound portions even if the student is using an assistive listening device.
• emphasize important information such as assignments or schedule changes by writing details on the chalkboard and providing written handouts.

·         speak clearly and a little slower than your normal rate;

·         not exaggerate their voice or lip movements;

·         use clear speech (this is different from conversational speech);

·         use a strong voice, but do not shout;

·         face the student directly when you speak.

Teachers should also:

• write new terms on the board or overhead.  Let the interpreter see the

vocabulary or unit words ahead of time. Remember these students are

seeing/ hearing these words for the very first time as well as learning a

new sign.

• extend the time allotted for activities that involve writing and reading.

For example: the students may need to look up definitions or finish

answering questions at home. Most deaf/hard-of-hearing students

need many visuals which help provide meaning to concepts.

• allow the students to do an alternate assignment that reinforces the unit goals if an assignment is only supplemental information and does not reflect the specific goals for the unit, allow the students to do an alternate assignment that reinforces the unit goals. For example, explaining terms or concepts, outlining, creating examples or non-examples, or review (study) with a partner. This is the best time for the students to really master the concepts, sequence the new ideas, prepare for tests or catch up on writing.
  

Resources

http://www.qsa.qld.edu.au/downloads/syllabus/kla_special_needs_info_hearing.pdf

http://www.fsdb.k12.fl.us/rmc/pdf/modreview.pdf

http://www.theitinerantconnection.com/teachers.htm

Accommodations/Modifications for Dyslexia

 Listed below are accommodations/modifications for the §504 or Admission, Review, Dismissal (ARD) Committee to consider for a student with dyslexia/reading disabilities:

 Textbooks and Curriculum:

Books/Reading

Provide audiotapes/CDs of textbooks and have student follow the text while listening

Provide summaries of chapters

Use marker or highlighting tape to highlight important textbook sections

Assign peer reading buddies

Use colored transparency or overlay

Review vocabulary prior to reading

Provide preview questions

Use videos/filmstrips related to the readings

Provide a one-page summary and/or a review of important facts

Do not require student to read aloud

Talk through the material one-to-one after reading assignments

Curriculum

Shorten assignments to focus on mastery of key concepts

Shorten spelling tests to focus on mastering the most functional words

Substitute alternatives for written assignments (posters, oral/taped or video presentations, projects, collages, etc.)

Classroom Environment

Provide a computer for written work

Seat student close to teacher in order to monitor understanding

Provide quiet during intense learning times

Instruction and Assignments:

Directions

Give directions in small steps and with as few words as possible

Break complex direction into small steps—arrange in a vertical list format

Read written directions to student, then model/demonstrate

Accompany oral directions with visual clues

Use both oral and written directions

Ask student to repeat; check for understanding      

Writing

Use worksheets that require minimal writing

Provide a “designated note taker;” photocopy another student’s or teacher’s notes

Provide a print outline with videotapes and filmstrips

Allow student to use a keyboard when appropriate

Allow student to respond orally

Grade only for content not spelling or handwriting

Have student focus on a single aspect of a writing assignment (elaboration, voice, etc.)

Allow student to dictate answer to essay questions

Reduce copying tasks

Reduce written work 

Grading

Provide opportunity to test orally

Allow student to type responses

Read test to student

Evaluate oral performances more than written

Avoid penalizing for spelling errors, reversals, etc. 

Testing

Go over directions orally

Permit as much time as needed to complete tests; avoid timed testing

Read test materials and allow oral responses

Separate content from mechanics/conventions grade

Provide typed test materials, not tests written in cursive

Allow student to respond on tape, with a typewriter, or by dictating answers to a tutor for assessment

Allow tests to be taken in a room with few distractions     

 
Resource

http://www.region10.org/Dyslexia/Dyslexia-AccommModif.html
 

Classroom Modifications/Accommodations for Students with AD/HD

·         Have posted rules and schedules in the classroom.

·         Find stimulating hands on activities for the child.

·         Keep the child from facing windows or open doors that they might find distracting.

·         Have the student’s desk close to the teacher without isolating the child.

·         Remove unpredictable noises and traffic.

·         Provide an individualized, written schedule that your child can refer to when needed.

·          Assign a "study buddy" if the student needs one-on-one attention to complete assignments.

·         Use concrete examples of concepts before teaching the abstract.

·         Monitor the student's comprehension of language used during instruction.

·         Schedule frequent, short conferences with the student to check for comprehension.

·         Highlight important concepts to be learned in text of material.

·         Provide clear, concise directions and concrete examples for homework assignments.

·         Provide an established daily routine

·         Provide clear rules and consistently enforce them.

·         Give written directions to supplement verbal directions.

·         Paraphrase information.

·         Encourage feedback from the student to check for understanding.

·         Always demonstrate how new material relates to previously learned information.

Resources

·         http://www.addcentre.co.uk/modificationchecklists.htm

·         http://home.austin.rr.com/adhdonline/ADHD%203.htm

·         http://school.familyeducation.com/learning-disabilities/treatments/37770.html