Children can exhibit off task behavior in the classroom for a variety of reasons. Maybe the student raises their hand every 2 minutes to ask the teacher a question, or they might lose focus during a math lesson when the task becomes too difficult. Whatever the reason is, a Behavior Support Plan is necessary to teach the student how to remain on task in the classroom so that they are not missing out on valuable learning time. I’m sure some of you out there are confused because you’ve only seen Behavior Support Plans for students who have disruptive behavior in class. Well I’m here to tell you that Behavior Support Plans also help students with off task behavior as well. Read the rest of this entry →
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Assistive technology is expanding the opportunity for children of all ages with cognitive, sensory, or physical impairments to achieve greater levels self-confidence, while also providing the ability to become better integrated into the mainstream environment at home, in the community, and at school.
Definition of Assistive Technology
Assistive technology equipment is any mechanical device that compensates for a cognitive, sensory, or physical deficit. Assistive devices may be homemade, purchased in a store, or ordered from a special manufacturer and are used by children (and adults) to assist with “activities of daily living.” Assistive technology covers a wide range of equipment from pencil grips, helmets, and paper weights to such “high tech” items as voice synthesizers, Braille readers, hearing devices, motorized wheelchairs, and computers. As per Sherril Steel-Carlin of Education World magazine, assistive devices include all of the following:1 Read the rest of this entry →
The Individuals with Disabilities Education Act (IDEA) requires the IEP Team to consider five special factors in developing, reviewing, and revising a child’s Individualized Education Program (IEP). The five special factors are listed in IDEA and read as follow: Read the rest of this entry →