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Adaptive Instruction for Teacher Education: Inclusive Approaches, Resources and Technology
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Finding Common Ground

Students with auditory deficits and oral language difficulties

 

Download Finding Common Ground - Auditory

These most often occur concurrently with oral language developmental delays and this is why these have been combined into this section. 

You will be given the following as a work page to use.

Divide the table below into three columns:

Exceptionality


 
Students who will definitely  have difficulty with auditory functions and oral language delays
Students may or may not have difficulty auditory functions and oral language delays

 

Then go through the list of Exceptionalities and fill in the table.


Behaviour Exceptionalities


Intellectual Exceptionalities

Gifted

--------------------------------------------------------------------------------------------------------

MID

--------------------------------------------------------------------------------------------------------

DD


Physical Exceptionalities

Neuro-Muscular

--------------------------------------------------------------------------------------------------------

Vision Impaired


Communication Exceptionalities

Hard-of-Hearing

--------------------------------------------------------------------------------------------------------

Autism

--------------------------------------------------------------------------------------------------------

Speech Impaired

--------------------------------------------------------------------------------------------------------

Language Impaired

--------------------------------------------------------------------------------------------------------

Learning Disabled

Type #1 Language Delayed or Language Learning Disability

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Type #2 Non-Verbal Learning Disability - Visual-Spatial Deficits

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Type #3 Small or Large Muscle Difficulties

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -


 

What type of difficulties do you predict students with auditory difficulties will have in class?

  

What type of difficulties do you predict students with oral language delays (both in difficulty understanding what is heard and in the production of oral language) will have in a class?

 

Think of a lesson you have taught and determine how you could have differentiated your instruction or made accommodations for students who had difficulties of this kind?

Can you improve these deficits?

  


The following is a list of all the technologies available in our lab. After researching and experimenting with each, determine which would or would not be applicable to students with auditory and/or oral language processing and production difficulties.  Justify your answer.


 

Clicker5 - writing support and multimedia tool



CoWriter 4000 Solo - editing supports



Write: Outloud Solo - text-to-speech support



Premier Literacy Suite - suite of 10 tools to support reading and writing



AlphaSmart - portable word-processing tools



Intellikeys - customizable touch keyboard



Premier - Literacy Suite - suite of 10 tools to support reading and writing



Kurzweil - digitize text and read using text-to-speech



Screen Magnification Software



ZoomText - enlarge display and read outloud



JAWS - translates text to audio output



Intellikeys - customizable touch keyboard



Dragon Naturally Speaking - translates spoken language into text



Kidspiration - graphical mapping tool



Inspiration- simple graphical mapping tool



Smart Ideas- graphical mapping tool


 

How can you use these technologies in class to not only differentiate instruction for specific students, but using the principles of Universal Design, make you classroom and lesson inclusive for all students?

 

Are there other technologies that can be used for Universal Design, or other ways of making those aspects of your lessons that involve auditory processing and oral language production accessible to all?