IEPs by

Students with Dyslexia

fergalaegan — 2024-03-23 17:34:30 UTC

What is dyslexia?

fergalaegan — 2024-03-23 17:41:48 UTC

Peterson and Pennington (2015; p.284) characterise Dyslexia as "difficulties with accurate and fluent word recognition and spelling despite instruction and intelligence".

The above video shows how people with dyslexia explain their own disability.

Technologies to assist those with Dyslexia

fergalaegan — 2024-03-23 17:48:17 UTC

There are many technologies which can assist students with Dyslexia. For example, the immersive reader function on Microsoft can lessen the burden of reading on students with Dyslexia, as it reads the text aloud for the student.

Above, is a playlist put together by Dyslexia Ireland in which they share a range of assistive technologies which may be useful to students with Dyslexia, along with how to use them effectively.

Students with Autism Spectrum Disorder (ASD)

fergalaegan — 2024-03-23 17:50:57 UTC

What is Autism?

fergalaegan — 2024-03-23 18:13:03 UTC

Milton (2012; p.2) outlines the definition of Autism as "a triad of impairments: in social communication, social interaction and imagination".

In a real-world context, this means students will encounter social and emotional problems which may manifest itself in a variety of ways. Please see the above video which outlines what Autism is and how it can affect a student in the school setting.

Resources to assist those with Autism

fergalaegan — 2024-03-23 18:20:22 UTC

Things can often become overwhelming to those with Autism. The entire IEP process is quite cumbersome, and may have a negative impact on a student with Autism. Thankfully, AsIAm, Ireland's national Autism charity have created a handbook, as linked above, for teenagers with Autism to aid them in navigating adolescence, which includes a section on their assessment and IEP.

Students with visual impairments

fergalaegan — 2024-03-23 18:58:16 UTC

What is a visual impairment?

fergalaegan — 2024-03-23 19:09:40 UTC

Lewis et al (2004; p.26 terms visual impairment as a "broad term that describes a wide continuum of loss in visual function".

Inevitably, education will impose challenges to students with disabilities. These challenges were outlined in a recent report by the NCBI, which is linked above.

Assistive Technologies to assist those with visual impairments

fergalaegan — 2024-03-23 19:21:31 UTC

There are a range of assistive technologies available to aid students with visual impairments in the classroom. For example, Microsoft has a Magnifier tool which magnifies text and images.

Fighting Blindness has compiled a list of assistive technologies and devices that are available for students with visual impairments, which is linked above.

Students with ADHD

fergalaegan — 2024-03-23 19:22:08 UTC

What is ADHD? (Attention Deficit Hyperactivity Disorder)

fergalaegan — 2024-03-23 19:49:47 UTC

Attention Deficit Hyperactivity Disorder (ADHD) is commonly characterised as a "group of symptoms representing a final common behavioral pathway for a gamut of emotional, psychological, and/or learning problems" (Furman, 2005; p.994). It is a complex condition, however the above video is beneficial in explaining ADHD and how it manifests.

How to manage ADHD in the classroom?

fergalaegan — 2024-03-23 19:54:58 UTC

ADHD is a complex condition to deal with in the classroom, as it can be hard to distinguish when a student is simply misbehaving and when a student is manifesting symptoms of ADHD. However, ADHD Ireland have compiled a useful webpage for teachers on how to effectively manage ADHD in the classroom, and how to make their classroom accessible and accepting for those with ADHD.

Students with a Traumatic Brain Injury (TBI)

fergalaegan — 2024-03-23 20:12:37 UTC

What is a Traumatic Brain Injury? (TBI)

fergalaegan — 2024-03-24 11:18:07 UTC

Ponsford et al. (2012; p.1) term a Traumatic Brain Injury (TBI) as an "alteration in brain function, or other evidence of brain pathology, as a result of external force. In this way, students with a TBI are very different to those with other disabilities, as although TBI is considered a disability, it is acquired rather than inherited. As a result, there is often a lot of trauma linked to students' TBI.

Please see the above video, which outlines just one story of someone with a TBI, and highlights how different TBIs can be from person to person.

How to write an effective IEP for students with TBI?

fergalaegan — 2024-03-24 11:33:30 UTC

As TBI is often a very new disability for teachers to deal with, it can be hard to visualise what should go into an IEP for students with a TBI. Luckily, the University of Oregon have put together a resource which includes sample goals for IEPs for children with TBIs, which linked above.

However, we must remember the principles of IEP development which were mentioned in the PowerPoint, which highlighted how IEPs should be personalised to each student. Thus, this is only a guide and not to be copied from directly!

General Tips and Conclusion

fergalaegan — 2024-03-24 11:33:50 UTC

Key to successful IEP planning and implementation

fergalaegan — 2024-03-24 11:41:31 UTC

As Clark (2000; p.56) argues "successful planning for students' full or partial involvement in all aspects of the general curriculum can ensure that students with disabilities have meaningful participation in the life of the school community". The key to this planning being successful involves collaboration and understanding between the IEP team, parents and the student themselves. The student must have an understanding of the process and of their IEP to maximise the benefit of their IEP. Above is a video which summarise the process of creating and implementing an IEP in an accessible way for students.

Making teaching and learning more accessible through Universal Design for Learning (UDL).

fergalaegan — 2024-03-24 12:02:09 UTC

Firstly, what is Universal Design for Learning?

Universal Design for Learning (UDL) is a "set of principles for curriculum that give all individuals equal opportunities to learn" (Rose, 2000; p.47).

What does this mean in practice?

In practice there are three cire elements of UDL: multiple means of engagement, multiple means of representation and multiple means of action/expression.

Multiple means of engagement - this means providing students a choice as to how they access the material e.g., visual, audio etc.
Multiple means of representation - this means supporting students with specific learning needs within your planning and teaching.
Multiple means of action/expression - this means providing students a choice as to how they demonstrate their learning through a choice of assessments.
Please see the above website to further investigate UDL, how to get the UDL badge and further resources for implementing UDL in your classroom.