My students need a better way to show me what they know and what they have learned through both visual & physical means, an interactive whiteboard system, to fully access activities their online Alternate Curriculum!
Our Title I middle school is situated in an ethnically diverse community with over 60% of our students receiving free or reduced price lunch. My class specifically is made up of students on the Autism Spectrum who have varying degrees of communicative abilities. Many are either low-verbal or non-verbal and use gestures and/or adapted sign language to communicate their basic needs and answer key questions.
Because of physical coordination and attention deficits, most prefer to use technology for academic content consumption and creation.
Student use resources like the online curriculum from the UNIQUE LEARNING SYSTEM, the Oxford Picture Dictionary, Touch Math, and Attainment's Survival Guide (Personal Care). Technology is an essential tool that allows both teacher and student to bridge the communication divide that the disability often creates.
We are requesting the affordable iPevo Portable Interactive Whiteboard which will turn our current whiteboard into an interactive canvas that will help to further engage my autistic students who struggle with their focus and ability to use traditional writing implements.
A number of programs are specifically designed to be used with interactive whiteboards for children on the autism spectrum.
The graphical user interface of interactive whiteboards allows autistic children to more easily tell stories and relay concepts through images.
The Autism, Communication and Technology (ACT) project conducted at the Spaulding Youth Center in Northfield, New Hampshire. found that interactive Whiteboard programs led to:
"Improved communication - Students used sign language to ask for specific activities and stories.
Modeling - Students imitated positive social behaviors in the classroom setting.
Reciprocation - Students took turns and engaged in give-and-take interactions.
Attention - Students were able to attend to tasks for about 45 minutes, up from 15 to 19 minutes.
Generalization - Students used skills they mastered in the classroom in other settings.
Behavioral improvements - Decreased aggression, taking social cues from peers and completing activities without tantrums."
With just a small donation you can help unlock the full potential of my special needs students.
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