Health and Special Education

1. Technology in Health and Special Education Caroline Huber and Madison Hailand Caroline Huber and Madison Hailand

2. NASPE Standards for HealthEducation • Students will comprehend concepts related to health promotion and disease prevention • Students will demonstrate the ability to access valid health information and health-promoting products and services • Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks • Students will analyze the influence of culture, media, technology, and other factors on health • Students will demonstrate the ability to use interpersonal communication skills to enhance personal health • Students will demonstrate the ability to use goal-setting and decision making skills to enhance health • Students will demonstrate the ability to advocate for personal, family, and community health Caroline Huber and Madison Hailand

3. Technology Integration Strategies for Health Education • Supporting Improved Fitness • Helping Students Assess and Enhance Personal Health • Helping Students Obtain Valid Health Information • Influencing Health Behaviors • Supporting Interdisciplinary Instruction Caroline Huber and Madison Hailand

4. BENEFITS Devices help analyze, monitor, and improve fitness Displaying students’ data on the Internet allows competition between students across the country Devices help monitor heart rate as students work toward fitness goals Helps students develop and track their fitness goals and plan Sample Resources and Activities Treadmills, stair steppers, and stationary bikes Heart Monitors Electronic portfolios and spreadsheet software Supporting Improved Fitness Caroline Huber and Madison Hailand

5. Benefits Guides students through the process of making changes to enhance their health Sample Resources and Activities Nutritional Analysis Programs Risk Assessment Programs Helping Students Assess and Enhance Personal Health Caroline Huber and Madison Hailand

6. Benefits Provides current information for researching health topics Sample Resources and Activities Internet Sites: Web MD Software: My Amazing Human Body Helping Students Obtain Valid Health Information Caroline Huber and Madison Hailand

7. Benefits Webquests allow students to collaborate on health-related issues Presents health issues in “real-life” settings to foster decision-making and critical thinking skills Sample Resources and Activities Internet webquest sites Video-based Simulations Influencing Health Behaviors Caroline Huber and Madison Hailand

8. Benefits Shows relationships between physical education/health-related topics and other subject areas Supporting Interdisciplinary Instruction Caroline Huber and Madison Hailand

9. Top Ten Websites for Health Education • American Alliance for Health, Physical Education, Recreation, and Dance http://www.aahperd.org • American School Health Association http://www.ashaweb.org • Centers for Disease Control and Prevention http://www.cdc.gov • Go Ask Alice http://www.goaskalice.columbia.edu • Kids Health http://www.kidshealth.org • Health Teacher http://www.healthteacher.com • University of Alberta Health Centre Health Information Page http://www.ualberta.ca/healthinfo • Science of Sport http://www.exploratorium.com/sport/index.html • P.E. Links 4U http://pelinks4u.org • Using Technology in Physical Education Newsletter http://www.pesoftware.com/technews/news.html Caroline Huber and Madison Hailand

10. The New Food Pyramid:“Steps to a Healthier You” Personalization is shown by the person on the steps. “One size doesn’t fit all” Proportionality is shown by the different widths of the food group bands. Activity is represented by the steps and the person climbing them as a reminder of the importance of daily physical activity Variety is symbolized by the 6 color bands. Moderation is represented by the narrowing of each food group from bottom to top. Caroline Huber and Madison Hailand

11. Introduction • To be successful in the classroom, young children with disabilities will require modifications or additional support. Sometimes these modifications and supports are referred to as supplementary aids and services. These aids are a variety of assistive technology devices that compensate for the disability and allow the child to be successful in the educational setting (Parette, Murdick, 1). Caroline Huber and Madison Hailand

12. Individuals with Disabilities Education Act (IDEA) • The IDEA defined an assistive technology device as, “any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” This broad definition establishes that virtually any tool used on a daily basis has the potential to increase the functional abilities of children with disabilities (Nalty &Kochany, 1991). Caroline Huber and Madison Hailand

13. Top 10 strategies for technology in Special Education. • Use alternative keyboard: Students with limited manual dexterity need alternatives to the standard keyboard that let them use the computer independently. • Use joysticks or switches instead of keyboards: Students with severe physical disabilities need ways other than a keyboard to get input to the computer. • Use text-to-speech products: These devices and materials assist students who have difficulty speaking. • Provide a range of tools to support student writers: Some students need simplified word processing tools or specialized work prediction word processors. • Use digital cameras to capture images of objects and environments: Students with cognitive disabilities sometimes need concrete examples as cues and prompts for learning. Caroline Huber and Madison Hailand

14. Top 10 strategies for technology in Special Education. • Use voice recognition software: Students who are unable to write by hand, who have illegible handwriting, or find handwriting extremely tedious can use specific software to create text from their speech. • Use talking word processors: These provide speech synthesis that allow students to hear what they have written. • Use specialized calculators: These handheld devices help students learn numerical concepts like making change. • Use text-to-speech readers: Students with visual disabilities can use these to have text read to them for a computer screen • Use optical character recognition (OCR) software or CCTV: These strategies help enlarge text for students who are partially sighted. Caroline Huber and Madison Hailand

15. Matching Technology Resources to the Needs of At-Risk Students. Caroline Huber and Madison Hailand

16. Matching Technology Resources to the Needs of At-Risk Students. Caroline Huber and Madison Hailand

17. Summary of Technology Integration Strategies for Special Education Caroline Huber and Madison Hailand

18. Summary of Technology Integration Strategies for Special Education Caroline Huber and Madison Hailand

19. References Robyler, M.D. (2006). Integrating Educational Technology into Teaching (4th ed., chap. 14). Upper Saddle River, NJ: Merrill Prentice Hall. (1994). MyPyramid. Retrieved November 7, 2006, from Mypyramid.gov Web site: http://www.mypyramid.gov Robyler, M.D. (2006). Integrating Educational Technology into Teaching (4th ed, chap. 15). Upper Saddle River, NJ: Merrill Prentice Hall. Caroline Huber and Madison Hailand