Assistive technology webquest powerpoint
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    Assistive technology webquest powerpoint Assistive technology webquest powerpoint Presentation Transcript

    • Assistive Technology in the Classroom By Richard D. Bellamy ITEC 7530
    • What is Assistive Technology?
      • According to the text, “any piece of equipment, or product system, whether acquired commercially or off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities”
      • (Pub. L. No. 108-466)
      • Integral Part of an IEP
    • What is an IEP?
      • (Individual Education Plan), is a special course of action for students who are in or qualify for special needs or special education.
      • Parents work together with educators to develop an IEP to help their child achieve maximum success in school.
      • An IEP sets forth the goals the team (parent, teacher, student) sets for the academic year and identifies any support necessary for that child to succeed.
    • Who Needs an IEP?
      • A child who has difficulty learning and functioning and has been identified as a special needs student is the perfect candidate for an IEP.
      • Kids struggling in school may qualify for support services, allowing them to be taught in a special way, for reasons such as:
      • learning disabilities
      • attention deficit hyperactivity disorder (ADHD)
      • emotional disorders
      • cognitive challenges
      • autism
      • hearing impairment
      • visual impairment
      • speech or language impairment
      • developmental delay
    • How are IEPS administered?
      • The services and goals outlined in an IEP can be provided in a standard school environment.
      • This can be done in the regular classroom (for example, a reading teacher helping a small group of children who need extra assistance while the other kids in the class work on reading with the regular teacher) or in a special resource room in the regular school.
      • Kids who need intense intervention may be taught in a special school environment.
      • In addition, the teacher usually has specific training in helping kids with special educational needs.
      • This also includes being well-versed in the different forms of Assistive Technology that are available.
    • Types of Assistive Technology
      • Low Tech- Simple items that have few moving parts, require little training. Examples include:
      • Paper clips, Sticky Notes, Talking Picture Frames
    • Types of Assistive Technology Continued
      • Mid Tech- require some form of power source, may require training. Examples include: Tape recorders, talking dictionaries, CD players.
    • Types of Assistive Technology Continued
      • High Tech- Items that require extensive training, such as computers and software programs.
    • Why do I need to know about Assistive Technology?
      • 75% of students that have disabilities spend the majority of their time in a general education classroom (Boyer & Mainzer, 2003)
      • NCLB (No Child Left Behind) mandates inclusion (spending as much time as possible with non-disabled students)
      • The effective use of these technologies can make a difference in the lives of students with special needs.
      • May be required as part of a student’s IEP (Individualized Education Plan)
    • How do I know what these children need regarding assistive technology?
      • · Step 1: Collect child and family information. Begin the discussion about the child’s strengths, abilities, preferences and needs. What strategies have been found to work best?
      • · Step 2: Identify activities for participation. Discuss the various activities within the environments that a child encounters throughout the day. What is preventing him/her from participating more?
    • How do I know what these children need regarding assistive technology? (Continued)
      • Step 3: What can be observed that indicates the intervention is successful? What is his/her current level of participation and what observable behaviors will reflect an increase in independent interactions? What changes (e.g., number of initiations, expression attempts, responses, reactions, etc.) will you look for?
    • How do I know what these children need regarding assistive technology? (Continued)
      • Step 4: Brainstorm AT solutions. With the activity and desired outcomes established, you are now ready to discuss possible solutions with educators, family members, physical therapist, and other people with whom the child interacts on a weekly basis. Do the child’s needs include supports for movement, communication and/or use of materials? Start with what is available in the environment (what other children use) and consider adaptations to those materials. A range of options that address specific support areas should be considered. *The TAM Technology Fan, a new resource focused on identifying AT items for young children with disabilities, helps to facilitate this step. See below for more information.
    • How do I know what these children need regarding assistive technology? (Continued)
      • · Step 5: Try it out. 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. Selecting AT interventions is a continuous learning opportunity. Reflect on your plan and discuss what worked. What didn’t work? What should be done differently? Make modifications as needed and try again. Only by trying the AT can certain factors such as technology placement, amount of force, mounting, number of choices, etc. be determined and adjusted .
      • Supporting Participation in Classroom activities such as:
      • Accessing Information (Gathering Facts) on Instructional Topics 3 From Computer-based Software Applications and On-line Resources
      • Brainstorming Instructional Topics and Recording Facts
      • Completing Computer-based Writing Assignments
      What kind of Projects can be done using Assistive Technology?
    • What kind of Projects can be done using Assistive Technology? (Cont.)
      • Creating Technology-enhanced lesson plans
      • Using Ipads, SMARTboards, Wikis
    • What are examples of products used in Assistive Technology?
      • Touch Window
      • Designed for students who
      • have trouble moving a mouse,
      • Works well with Preschoolers
      • and early learners
      • Other examples include:
      • Electronic pointing devices —used to control the cursor on the screen without use of hands. Devices used include ultrasound, infrared beams, eye movements, nerve signals, or brain waves.
      • Sip-and-puff systems —activated by inhaling or exhaling.
      • Wands and sticks —worn on the head, held in the mouth or strapped to the chin and used to press keys on the keyboard
      • Joysticks —manipulated by hand, feet, chin, etc. and used to control the cursor on screen.
      • Trackballs —movable balls on top of a base that can be used to move the cursor on screen.
      • Touch screens —allow direct selection or activation of the computer by touching the screen, making it easier to select an option directly rather than through a mouse movement or keyboard. Touch screens are either built into the computer monitor or can be added onto a computer monitor.
      • Alternative keyboards —featuring larger- or smaller-than-standard keys or keyboards, alternative key configurations, and keyboards for use with one hand.
    • Other examples of Assistive Technology Software
      • Assistive technology software programs - These programs make computer screens more legible by offering magnification, color/contrast and other options.
      • Stand alone "reading machines -These assistive technology devices read aloud the content of newspapers and personal correspondence. They relay the information from the page or the computer screen into an aural format.
      • "Screen reading" software programs - These valuable programs read what is on the computer screen.
      • Software for your DAISY books - This assistive technology software allows you to read and enjoy your DAISY (Digital Accessible Information System) books on your computer.
      • A variety of easy-to-read keyboards - These keyboards feature large print, over-sized buttons and color contrast buttons to help you to use the computer for personal or business use.
      • Accessible on-line computer games - These are enjoyable and fun to play.
      • Educational software for children and adults - Have a good time and learn with this assistive technology.
      • Screen enlargers - See the computer screen more easily with screen enlargers which magnify the computer screen, reduce glare and block UV rays.
      • Keytop enlargers - These stick-on letters for the keyboard are larger than the standard font size to make the keys more legible.
    • Conclusion
      • Assistive technology is most often used with students with special needs
      • There are various forms and degrees of Assistive Technology that can help students based on his or her need
      • Just as students may have to learn complex forms of Assistive Technology, Teachers need to be trained in how to best use this technology in the classroom to benefit all students.
    • Sources
      • Picture 1 Paper Clip
      • Picture 2 Sticky Note
      • Picture 3 Talking Picture Frame
      • Picture 4 Tape Recorder
      • Picture 5 Talking Dictionaries
      • Picture 6 CD player
      • Picture 7 Ipad
      • Picture 8 SMARTBoard
      • Picture 9 Wiki
      • Picture 10 Touch Window
    • Sources- Continued
      • Microsoft Assistive Technology Products
      • Background on evaluating students and Individualized Education Plans (IEPs)
      • Guidelines to choosing Assistive Technology
      • Georgia Project for Assistive Technology
      • (links on left for various types of devices)
      • Examples of Products
      • L D & S Assistive Technology Products
      • Boyer, L., & Mainzer, R.W. (2003) Who’s teaching students with disabilities? A profile of characteristics, licensure status, and feelings of preparedness. Teaching Exceptional Children, 35(6), 8-11
      • Cennamo, K, Ross, J. and Ertmer, P. (2011). Technology Integration for Meaningful Classroom Use. Chapter 6, 133-160.