The Special Learner Consideration

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The Special Learner Consideration

• Sha Li
• Instructional Technology
• in Multicultural Settings

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Accommodation for Low Vision

• Large print handouts, signs, equipment, and
  labels
• TV monitor connected to microscope to enlarge
  images
• Class assignments in electronic format (i.e.,
  Blackboard, computer-based work)
• Computer with enlarged screen images
• Seating where vision and lighting are best.

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Accommodation for Blindness

• Audio-tape, Braille, or electronic lecture notes,
  handouts, texts
• Describe visual aids as part of the instructional
  process
• Raised-line drawings and tactile models of
  graphic materials
• Adaptive lab equipment (i.e., tactile timers,
  talking thermometers, calculators, light probes)
• Computers with optical character readers, voice
  output, Braille screen displays, printers.

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For Hearing Impairments

• Interpreters, real-time captions, FM systems,
  note takers
• Face students when talking
• Written assignments, lab instructions,
  demonstration summaries
• Visual aids, visual warning systems for lab
  emergencies
• Repeat questions and statements for m other
  students
• Use of electronic mail for correspondence.

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For Learning Disability Students

• Note takers/ audio-taped class sessions
• Extra exam time alternative testing
  arrangements
• Visual, aural, and tactile demonstrations as part
  of the instruction
• Course and lecture outlines
• Computers with voice output, special input
  devices and spell/grammar check.

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Locate Useful Resources for Special Students

• Simulation resources for special students
• (i.e., Internet resources, educational software,
  video tapes, gaming, and television programs)
• Hands-on work and multimedia projects on
  computers substituting the real world physical
  involvement
• Flexible assessment and portfolio in place of the
  regular test.

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