Introduction |
| Anchor Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
Letter to Parents |
| Assessments |
| Resources |
Modifications |
| Grant |
Gifted, Visually Impaired, Muscular Dystrophy
G I F T E D
Gifted education is special education. Teachers of highly gifted students must face a number of demands that exert unusual stress, but also offer opportunities for intellectual, social, and emotional development. Gifted children can excel and benefit the Life on the Edge unit provided that the following adaptations are prepared by the teacher:
1 Find out what they already know. Assess their level of achievement, and determine competencies and areas of deficiency.
2 Give them credit for concepts they have mastered.
3 Don't have them repeat content work just because its the curriculum or because its there. Employ differentiated curriculum methods.
4 Provide new and different challenging activities for them to do instead of drill- and-practice or grade level work. Provide opportunities for them to work with complex and abstract ideas.
5 Capitalize on interests. Find out what their interests are and build projects around their interests.
6 Use curriculum compacting and allow them some flexibility in the way they spend the time "bought back" because they have mastered a concept.
7 Allow them to learn at a faster pace than their age peers.
8 Use discovery learning techniques and inquiry methods; avoid teacher dominated methods.
9 Trust them to learn in nontraditional ways; guide and lead them in learning differently.
10 Help them to find other advanced learners. Never judge their social skills solely on the way they interact with their age peers.
11 Thrill them with many, varied, challenging and engaging choices.
12 Focus on higher order thinking skills.
13 Give them lots of experience with setting their own goals and evaluating their own work.
http://www.misd.net/Gifted/teaching.htm
There are several types of support services available to students.
Access to these services will help increase the student's
understanding in class and maintain the general pace of the course.
These may include:
Assistive Listening Devices (ALDs) - a small microphone device worn by
the instructor that increases the volume and clarity of the class
lecture for the student who wears the device. An auxiliary device may
also be used in a small group situation, in order to enhance the
understanding of several voices.
Interpreters - relay information to and from the student and other
people in the classroom. The type of interpreting needed will depend
upon the student's residual hearing and vision. Interpreting may be
done orally, visually (use of American Sign Language or other sign
system, with modifications including restricted use of signing space
or increased/decreased distance between student and interpreter) or
tactually (hand over hand).
Notetakers - provide a written, Brailled, or taped secondary source of
information during a class lecture.
Tutors - may also require an interpreter when accessing tutorial services.
Readers - for students who have usable hearing and limited vision,
this support service provider reads textbooks and other course
materials.
Physical Classroom Accommodations
There are several possible accommodations that may need to be
addressed based upon the location and setting of the course. Does the
classroom have adequate lighting? Are there sources of glare such as
fluorescent lighting or exposed windows along one wall? Do white walls
or white table tops create glare? Is there enough space in the
classroom to allow for a guide dog and/or interpreter? Are night
classes accessible to students who use public transportation or have
night blindness? The student and instructor will need to evaluate
seating with regard to classroom participation and at times it may be
beneficial/necessary to look at alternate settings if the physical
classroom cannot accommodate a student's needs. This can be done in
conjunction with the Office for Students with Disabilities on campus.
Use of Handouts/Ad Hoc Materials
For students in your class who will need alternate media, it is
critical to meet with the student early to allow time to convert
materials into the student's preferred mode. Ensuring a student
receives course materials in a timely manner, defined as the same time
other students receive the information, is essential to the student's
success (Senge & Dote-Kwan, 1998). At times, some materials should be
made available early, e.g. if the student is expected to read material
distributed in class and respond either through discussion or written
report. This is needed because students who use an interpreter cannot
read a document and participate in class discussion at the same time.
Visual impairments can also slow reading comprehension. Some of the
alternate formats may include:
Large Print/Braille Materials or Taped Textbooks - every required
reading and handout may need to be converted into large print, Braille
or audiotape. First consult the publishing company. They are required
by law (the Americans with Disabilities Act(r)¢ADA) to have their
textbooks available in alternate format to all readers. If possible,
consider computer conversion. Whether materials are converted by
computer or manually, resources may include a volunteer, the DSS on
campus, or a community service agency that serves blind individuals.
Reading Machines - will enlarge the print size and change the polarity
to decrease vision strain and problems with glare by displaying white
text on a dark screen. Reading machines also known as closed circuit
televisions (CCTV) may be available on campus, in community libraries,
or owned by the student.
Use of Audiovisual Materials
The use of videotapes in the class, class lecture using an overhead
projector, and slides will all require some type of modification for
students who have vision and hearing loss. Some adaptations may
include use of an interpreter to be sure a student receives the
information being presented. Also large print or Braille copies of
overhead materials or a transcript of videotapes/slides may be needed
for the student. The use of color overlays might improve contrast for
students with low vision (Enos & Jordan, 1996). Lighting is often
critical for students with low vision. Dimming the lights may impair
the student's ability to see the material or the interpreter. It will
be important that any visual information presented in class be
described for the student who has severe vision loss. Examples of this
may include graphs/diagrams on the over-head, the use of objects, e.g.
scale model of chromosomes, and demonstrations, e.g. role play of
counseling situation.
Small
Group Discussions/Activities
Accommodations used in the classroom at large may also be needed
when
students have small group discussions or complete group projects.
Some
of these support services may include use of an interpreter
or ALD.
Communication rules may need to be established and followed
to insure
only one student speaks at a time and that students identify
themselves before speaking so the student who is deaf-blind
can follow
and participate in the discussion. Materials produced by the
group may
need to be converted into alternate format and special meeting
times
outside of the classroom may require a volunteer or member of
the
group to guide or transport the student to the meeting place.
Oral Presentations
If the course requires oral presentations by students, some
accommodations may be added to insure clear communication by
all. If
the student uses an interpreter in class, the interpreter may
need to
voice to the class what the student signs. Even if the student
does
not use sign language, an oral interpreter may be needed if
a
student's voice is not clearly understood or loud enough. If
the
student also has limited use of vision, an interpreter will
relay
feedback and comments from classmates to the student.
Exams
Some examples of alternate test giving methods include taking
the test
orally, having the material interpreted into ASL (either visually
or
tactually), listening to the test on audiotape, having extended
test-taking time, or taking the test in a different location
with
better lighting and/or with a reading machine. Other modifications
may
be necessary for the student to record test answers. Options
include
use of a notetaker, proctor, computer-typed answers, Braille-typed
answers (later transcribed into print) and use of low vision
aids such
as writing guides and templates (American Council on Education,
2000).
Field Visits/Labs
Any activity that occurs outside of the
regular classroom will need to
be discussed in advance to insure the student's full participation.
If
the class occurs off-campus in a different setting, the student
may
require a guide or assistance from someone to arrive at the
new
location. If the student typically walks to class, alternate
transportation may be needed. If the student uses a guide dog,
insure
that the lab does not interfere with the support animal, e.g.
use of
chemicals/strong fumes.
*Cited - http://www.as.wvu.edu/~scidis/motor.html*
MD is a condition that hinders bone and muscle development. In many cases, you may have a student with mobility impairment and needs special accommodations for wheelchair access; however, in other cases it may just require allowing students more time for completing activities.
Introduction
Motor impaired/orthopedic disabilities includes a heterogeneous grouping of conditions with a wide range of causes. Examples of some of the more common causes are: Nervous system disorders Traumatic spinal cord injury Stroke Muscular Dystrophy Cerebral Palsy Epilepsy Muscular-skeletal disorders Rheumatoid arthritis Cardiovascular disease Coronary heart disease Respiratory Disorders Emphysema Asthma Endocrine-metabolic Diabetes Amputation of all types.
One of the first considerations in the effective science education of individuals with motor/orthopedic impairments is a brief understanding of his/her impairment and the degree of educational limitation it causes. With such information, a set of mitigative strategies can be derived that are fully appropriate to that particular student, however, some of the strategies may not work for every student. (After "Mainstream Teaching of Science: A Source Book", Keller et al.)
General Courtesy
- Accept the fact that a disability exists. Not acknowledging this fact is not acknowledging the person.
- Ask the student to tell you when he/she anticipates a need for assistance.
- Don't lean on a student's wheelchair. The chair is a part of the body space of the student who uses it.
- Don't patronize students who use wheelchairs by patting them on the head. This is a sign of affection that should be reserved only for small children, and most of them do not like it either.
- Encourage students who use crutches or canes to keep them within easy reach and make such a space available.
- Only push a wheelchair when asked.
- Have custodians use non-skid floor polish for students who use crutches and wheelchairs.
- If spills occur, keep floors clear of liquids.
- If writing is difficult, use a tape recorder.
- Speak directly to the student with a disability, confidentially, as you would other students.
- Students should be encouraged to talk confidentially with their instructors during the first week of classes to discuss their functional difficulties and needs, and to talk about ways to accommodate.
- Using a wheelchair when the person can walk with the aid of cane(s), brace(s), crutch(es), or a walker does not mean a student is "feigning" the degree of disability. It may be a means to conserve energy or move about more quickly.
- When it appears that a student needs help, ask if you can help. Accept a "no thank you" graciously.
- When talking to a student who uses a wheelchair for more than a few minutes, or so, sit down or kneel to place yourself at that student's eye level.
- Reserve parking space that is accessible and close to the building.
- Allow course waiver or course substitution for certain students.
- Always plan any field trip in advance to ensure accessibility.
- Words like "walking" or "running" are appropriate. Sensitivity to these words is not necessary. Students who use wheelchairs use the same words.
General Strategies
- Bring to the student's attention Science Role Models with Disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.
- If the functional limitation involves the lack of arm use then the use of Dragon-Dictate may be extremely useful. It may be used for such things as computer aided drafting and design(CADD) and other computer applications.
- Arrange for library personnel to assist access to card catalouges, bookshelves, and microfiche and other equipments.
- Consider accessibility factor to classroom so that student is able to get to class on time.
- Be familiar with the building's emergency evacuation plan to assure that it is manageable for the students.
Teacher Presentation
- If breaks between classes are short (10 minutes or less), the student who has a mobility impairment may frequently be a few minutes late. Students and instructors may want to plan for these occasions, so students don't miss important material.
- Observe potential obstacles so you can be aware of what is accessible and what is not accessible to students in wheelchairs.
- Students may need to tape lectures (difficulty with writing or unable to write).
- Table-type desks, with adequate leg space, which have enough clearance for wheelchairs can be moved into classrooms.
Laboratory
Adaptations such as: latching devices, keylocks, headmaster, and light talkers that simplify access to computers can greatly help the motor/orthopedic science student.
- Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
- Allow more time for the student to complete the lab activities.
- Alter the height of tables to "fit" the students (e.g., a small ramp to a flat platform for high desks).
- Anticipate areas of difficulty in access and involve the student with disability in doing the same. Together, work out alternate procedures while trying not to disengage the student from the activity.
- Assign a lab partner who can help to reach or manipulate objects as needed.
- Be aware of, and prevent the possible overheating of students who have poor heat regulation.
- Have students in wheelchairs participate in activities as fully as possible.
- Built-in lab tables (or small ramp/platforms) may need to be modified to accommodate wheelchairs.
- For students who cannot fully use a computer because of physical limitations in their hands or arms, explore avenues for obtaining adaptive access software, altered keyboards (including Unicorn keyboards), special switches (latching devices, keylocks), and Power Pads, eye-controlled input systems, or touch-screens in conjunction with a light talker, trackballs, footmice, and other special equipment.
- If appropriate, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.
- If breaks between classes are short (10 minutes or less), the student who has a mobility impairment may frequently be a few minutes late. Students and instructors may want to plan for these occasions, so students don't miss important aspects of the activity.
- In the laboratory, place water, gas, and electric facilities in accessible locations.
- Increase size of wheels, dials, handles, and buttons on lab equipment.
- Lower supplies and equipment for easier access, or simply give them to the student as needed.
- Perhaps a change in aisles (by relocating desks and/or chairs) is needed for wheelchair access.
- For hoods in laboratories, have operating knobs and switches within easy access.
- Provide an accessible means for the recording of data, charts, or graphs.
- Select non-manual types of laboratory teaching techniques (e.g., electronic probes vs. pipette bulbs).
- Table-type desks, which are high enough for wheelchairs can be moved into labs.
- Use a peer-buddy system.
- Use electric hot plates instead of Bunsen burners as heat sources.
- Use laboratory sinks that are accessible from 3 sides for those with one side or those who are paralyzed.
- Use low-force electric micro switches for lights and equipment.
- Use modified lids on the tops of containers (wider and bigger).
- Use a portable eye wash.
- When information gathering involves a physical action that the student cannot perform, try using a different type of experience that will yield the same information.
Group Interaction and Discussion
- Include student in open discussions.
- Allow more time for the student to complete activities.
- Use ramps and raised platforms for student's access.
- Lower chalkboard and/or corkboard.
Reading
- Acknowledge understanding by blinking, nodding, or a pointer.
- Use a tape recorder.
- Use small sections of large text or readings.
- Use easels, portable reading racks, a standing table, and adjustable seats and desks.
- Allow more time for the student to complete the activities.
Field Experiences
- Anticipate areas of difficulty and involve the student with a disability in doing the same. Together, and in the planning stage, work out alternate procedures while trying not to disengage the student from the activity.
- Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
- Be sure students in wheelchairs can fully participate in activities.
- When the activity involves field work or field trips, many of the students using a wheelchair will probably need other travel arrangements because they often need to rely on attendants, ramp adapted vans for transportation, or power lift vans for transportation to and from field activities.
- In the field, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.
- Increase size of wheels, dials, handles, and buttons on field equipment.
- Use a peer-buddy system.
- Use modified lids on the tops of containers (wide, bigger, and easier to open).
- When information gathering involves a physical action that the physically impaired student cannot perform, try a different experience yielding the same information.
- Make special advance arrangements with curators during passive visiting field trips.
- Make sure that field activity sites are accessible. Check the following:
- Are there nearby parking spaces reserved for persons with disabilities?
- Is there a ramp or a step-free entrance?
- Are there accessible rest rooms?
- If the site is not on the ground floor, does the building have an elevator?
- Are water fountains and telephones low enough for a student in a wheelchair?
- Arrange with curators of museums, science centers, etc. for alternate activities if it is not possible to have the student in a wheelchair do the activities.
- Discuss any needs, problems, or alternatives with the student.
Research
- Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.
- Depending on the site of the research check the previous two sections.
- Use appropriate laboratory and field strategies.
Testing
- Allow more time for the student to complete the activities.
- Provide a seperate place for the test if necessary.
- Give completely oral tests or completely written tests, whichever is more appropriate to the students needs.
- Allow students to tape record answers to tests or type answers, as needed.
- Writers should be provided for test-taking if the student is unable to write (or give oral tests out of the earshot of other students).
- Students may write slowly and need extended time for tests.
- Develop a portfolio of the student's work, both singly and as part of a cooperating group. Orally quiz him/her to establish the extent to which the student contributed to the group-based accomplishments.