Assistive Technology In Instruction

Uploaded on


More in: Technology , Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. Assistive Technology SPED 7110 Legislation Types Benefits Barriers
  • 2. Definition
    • IDEA: “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 a child with a disability” (20 U.S.C. #1401[25]).
      • ? Increase = improve?
  • 3. Federal Legislation
    • The Education for All Handicapped Children Act (1975) – FAPE, rights of children w/ disab. and their parents are protected (Clinton, 1992)
    • The Technology-Related Assistance for Individuals with Disabilities Act (1988) – schools have to provide students w/ disab. and their parents access to technology resources.
    • The Individuals with Disabilities Act (1990)
    • The Americans with Disabilities Act (1990)
    • The Individuals with Disabilities Act (1997)
  • 4. Controversy
    • FAPE and LRE:
      • Mainstreaming, inclusion, and collaboration
    • They increase chances of equal opportunities, but also hold school systems responsible for making sure that “all technology opportunities are accessible to all students” (Roblyer & Edwards, 2000)
      • AT needs must be mentioned in: IFSP, IEP, transition plan.
  • 5. Continuum of AT Devices
    • No-tech solutions – no devices or equipment
    • Low-tech solutions – less sophisticated devices or equipment; e.g. adapted spoon handles, pencil grip, Velcro.
    • Medium-tech solutions – electronic or mechanical devices not very sophisticated; e.g. wheelchairs, VCRs
    • High-tech solutions – complicated devices; e.g. computers, software, speaking key board.
  • 6. Benefits of AT for Students w/ Disabilities
    • Improved motivation and self-concept (longer time spent on-task, self-confidence in succeeding solving tasks) – in turn changes perception of others on these students
    • Increased opportunities to communicate and interact
    • Fosters student independence
    • Improves time-management skills
    • Allows equal access to school environment
    • Helps with transportation
    • Improves job opportunities – more marketable skills
    • Provides more support for teachers to cope with paperwork
    • (see empirical evidence textbook – p. 505)
  • 7. Technology Applications
    • Reading (and math) disabilities : tutorial, drill and practice software to build fluency
    • Writing disabilities : (talking) word processors
    • Generalization strategy enhancement : simulations of not readily accessible environments (or transition from class to environment instruction)
    • Physical disabilities : input devices (mouse – switch, touch screen,touch tablets, optical pointers; regular keyboard – customized, alternative, voice-expanded keyboards; voice-controlled devices; word prediction software)
  • 8. Technology Applications – cont’d
    • Visual disabilities : enlarged computer images and text; speech output – tells what the program does; printers with large print or Braille; tactile output devices – scans a page and translates it into a tactile display (requires training)
    • Speech and language disorders : augmentative communication unaided (use only body motions) and aided (use of pictures, notebook, or computerized system) – language analysis, develops articulation skills
  • 9. Technology Applications – cont’d
    • Hearing disabilities: captioned video – subtitles; TTD (telecommunication devices for the students) – facilitates communication through the telephone
    • Other : graphic and drawing software, hypermedia technology, word prediction software (prompting system), virtual reality (cyberspace, 3-D environments), internet (www.), databases (ASD dx. – organizational skills), calendar, note-taking software, multimedia production (high-functioning ASD – foster splinter skills & social interaction)
  • 10. Barriers of AT
    • Persons with disab. and their families are unaware of possible benefits of AT
    • They are not ware of availability of AT
    • Limited access to technology (teachers)
    • Limited knowledge of how to make AT available to students (teachers)
    • Limited equipment funding (classroom, univ.)
    • Lack of incentives (classroom, univ.)
    • Idealistic views that AT “cures” disability
  • 11. Assistive technology and IEPs for young children with disabilities - Parette, H. P. Jr. & Murdick, N. L. (1998)
    • Group 1:
      • Give examples of devices or equipment from each type of AT from the continuum
    • Group 2:
      • Why is AT important in classroom? (discuss benefits and ways to hinder barriers)
    • Group 3:
      • Discuss the case study provided on p. 196 (Was it a beneficial placement? How did AT devices help Paul? Would learning of the other students be impeded?)
  • 12. References
    • Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. (2002). Mental Retardation , Columbus, OH: Merrill-Prentice Hall.
    • Parette, H. P. Jr. & Murdick, N. L. (1998). Assistive technology and IEPs for young children with disabilities, Early Childhood Education Journal , 25(3), 193-198.
    • Roblyer, M.D. & Edwards, J. (2000). Integrating Educational Technology into Teaching. Columbus, OH: Merrill-Prentice Hall.