December 2010 / January 2011
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Editorial Feature
Smart Inclusion for the 21st Century Classroom - Integrating SMART Boards with Assistive Technology
By
Alex Dunn and Alison Inglis
Preview:
Welcome to Mrs. Curry's Grade 1 class. Today the goal for this literacy lesson is to sequence lines in a poem.
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The AIMing for Achievement Series: Part Two - Navigating the Decision-Making Process
By
Diana Carl and Joy Zabala
Preview:
Part Two of the AIMing for Achievement Series focuses on the decision-making process related to accessible instructional materials (AIM) and looks closely at how each of the steps requires good thinking of the individualized education program (IEP) team or other decision-making team. First, the team determines whether or not the student may need AIM; next, if needed, they select which formats are appropriate and determine the sources from which to acquire the formats. Finally, the team will think about the supports and services that will be necessary for the student to use the formats effectively for participation and achievement.
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DISKoveries: Special Needs: Games, Electronics and Software
By
Joan Tanenhaus
Preview:
Learning Resources Reading Mentor (Learning Resources; www.learningresources.com) The Reading Mentor is a stand-alone electronic device that contains visual and auditory output, as well as groups of reading rods (little blocks that can be strung together). These little blocks can be manipulated to make words and sentences. Students then place the reading rods on a track on the device and they are read aloud.
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Create Your Own Computerized Intervention System for Students with Learning Disabilities - Integrating Charts, Video and Progress Notes
By
Rhoda Erhardt
Preview:
IntroductionCommunication is essential between school personnel and the families of children who receive related services through an Individualized Educational Plan (IEP) or Response to Intervention (RTI) approach. Without it, intervention can be a cumbersome and fragmented process. The purpose of this computerized intervention system model is to facilitate efficient ongoing communication between all members of the team, which may include teachers, paraprofessionals, occupational therapists, physical therapists, speech and language pathologists, psychologists, students and parents.
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Product Feature
Using Technology to Enhance the Classroom: Strategies for Children with Autism
By
Lori Dahlquist and Amy Koch
Preview:
Experts in the area of autism seem to agree that children benefit from early multi-modal intervention that centers on the development of functional communication skills. Experts also agree that for most children with autism, skills are best taught in naturally occurring environments because of their difficulty in generalizing what they have learned. To be successful, the environment must provide structure, routine and multiple opportunities to practice communication and interaction.
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Example: +apple -juice
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The asterisk serves as the truncation (or wildcard) operator. Unlike the other operators, it should be appended to the word to be affected. Words match if they begin with the word preceding the * operator.
Example: apple*
Find rows that contain words such as "apple", "apples", "applesauce", or "applet".
() (parentheses)
Parentheses group words into subexpressions. Parenthesized groups can be nested.
Example: +apple -(sauce dumpling)
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Find rows that contain the phrase "apple pie".
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