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

Students with visual-Spatial deficits

 

Download Finding Common Ground - Visual

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 vision or the processing of visual spatial information
Students may or may not have difficulty with vision or the processing of visual spatial information

 

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

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


 

Now 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 or should you use the student's strengths and accommodate for their weaknesses?

 

 

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 visual deficits.  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 one can use for Universal Design, or other ways of making visual materials accessible to all? (Remember that some students may have visual-motor or hand-to-eye coordination difficulties and therefore have difficulties with such things as copying notes from the board.)