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Assistive technology
 

Assistive technology

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    Assistive technology Assistive technology Presentation Transcript

    • Addressing the Learning Needs of Students with Disabilities in the Classroom
    • The “Tech Act”   The Technology-Related Assistance for Individuals with Disabilities Act of 1988 was designed to enhance the availability and quality of assistive technology (AT) devices and services to all individuals and their families throughout the United States.  The Tech Act mandates that assistive technology be considered in developing Individualized Education Programs (IEPs) for students with disabilities.
    • Assistive Technology (A.T.)  What is Assistive Technology?  Any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a child with a disability.  The categories include no technology, low technology, or high technology How Does it Enhance Learning?  Allows students to focus on the content, instead of struggling with the technicalities of learning such as note-taking, organization, writing, and listening.
    • Low-Technology  Organization  Teaching students to organize their thoughts or work using flowcharting, task analysis, webbing, and outlining. Note-taking  Sending class notes or presentations to students via e-mail.  Videotaping class sessions for visual learners or those who are unable to attend class for extended periods of time.
    • Low-Technology Word Processing   Word processing is very important for students with mild disabilities. The following are benefits of utilizing such strategies in the classroom:  Allows the teacher to make suggestions on the student's disk.  Students can read each other's work and make recommendations for revision.  Computer editing reduces or eliminates problems such as multiple erasures, torn papers, and poor handwriting.  The final copy is neat and legible. http://www.ericdigests.org/2003-1/assistive.htm
    • High Technology  Organization  Using the outline function of word processing software, which lets students set out major ideas or topics and then add subcategories of information  Using the Internet, local area networks, or LCD projection systems to allow students and their teachers the opportunity to collaborate, give feedback, and modify these applications Note-Taking  Translating print-based notes to voice by using optical character recognition (OCR) software with a voice synthesizer.  Using notebook computers, personal digital assistants (PDAs), or portable word processing keyboards to help students with the mechanics of note taking http://www.ericdigests.org/2003-1/assistive.htm
    • Hearing Assistive Technology According to the American SpeechLanguage Association: • Hearing assistive technology systems (HATS) are devices that can help individuals function better in their day-to-day communication situations. • HATS can be used with or without hearing aids or cochlear implants to make hearing easier, reducing stress and fatigue. • Hearing aids + HATS = better listening and better communication! http://www.asha.org/public/hearing/ treatment/assist_tech.htm
    • Choosing the Right A.T.   It is extremely important to choose the correct Assistive Technology to most effectively benefit the student  This is accomplished through a process, which involves considering the interests, abilities and needs of a child.  From this initial consideration a process of 6 distinguished steps are utilized to narrow down the list and meet the learning needs of the student.
    • 6 Steps to Choosing the Right A.T.   Step 1: Collect child and family information.  Step 2: Identify activities for participation.  Step 3: Consider what is his/her current level of participation and what observable behaviors will reflect an increase in independent interactions.  Step 4: Brainstorm AT solutions.  Step 5: Determine when the AT intervention will begin and create an observation plan to record how the child participates with the AT supports.  Step 6: Identify what worked.
    • Additional A.T. Resources          ATA Center/Play Information: The ATA is a national network of technology resource centers, organizations, individuals and companies offering: information and referral on technology resources, outreach, training for individuals with disabilities and professionals, and networking opportunities. Family Center on Technology and Disability The Family Center supports organizations and programs that work with families of children and youth with disabilities through a range of information and services on assistive technologies. KITE Project, Pacer Center KITE Project is a training curriculum for parents and teachers of young children with disabilities used to promote inclusion through the use of technology. Let‟s Play Projects, Center for Assistive Technology These projects provide ideas and strategies to promote play through better access to play materials, and use assistive technology to give children this access. Tots „n Tech Tots „n Tech disseminations information from its national research center about the use of assistive technology to enhance the development of infants and toddlers with disabilities. Purdue program for tactile graphs, charts A Purdue University-developed program lets visually impaired students work with graphs, charts, diagrams, and maps. Drawing printed on special paper is heated to make the black portions (lines, Braille letters, etc.) into a raised image. Recording for the Blind and Dyslexic: (http://www.rfbd.org/) educational library for those with print disabilities. Closing the Gap: (http://www.closingthegap.com) computer technology in special education and rehabilitation
    • References   http://www.asha.org/public/hearing/treatment/a ssist_tech.htm  http://www.ericdigests.org/2003-1/assistive.htm  http://www.hearservice.com.au/products.asp?id=1 0  http://www.ldonline.org/article/8088  http://uts.cc.utexas.edu/~wilbur/access/assistive.h tml  http://www.4teachers.org/profdev/index.php?prof devid=at