Uses For Technology In Sped


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Document that summarized some of the used for technology in special education classrooms.

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Uses For Technology In Sped

  1. 1. Using Technology to help Special Needs Students TEACHERS to Used by: develop STUDENTS to monitor access information and provide instructions engage in learning incorporate Universal design •P.L. 100-407, 1988 (Tech Act) was designed to enhance the availability and quality of assistive technology (AT) devices and services The Tech Act defines AT devices as any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.  Seven ways assistive technology can be applied to the classroom  1 -- Organization Graphic organizers visually assist students in developing and structuring ideas High technology Low technology the outline function of word processing Autoshapes and Diagram software –both Outline View and Flow charting Outlining in Print View. task analysis webbing or networking ideas outlining 2 -- Note taking High technology Low technology OCR-optical character recognition software which can scan - Provide copies typewritten material and transform it into computer-readable text of structured Microsoft Tools => Imaging and Scanning outlines for students to use notes can be read by a voice synthesizer- Speech function in filling in use micro-cassette recorders Insert Sound & Verbal information Comments Outline View and Video taping class (be careful not to include faces of students in Outline class) features →for visual learners →for students who are absent a lot Take notes on a laptop computer – (Most kids don’t type fast enough to take notes in a class. ) (a portable keyboard is less expensive)
  2. 2. 3 -- Writing Assistance Word processing may be the most important application of assistive technology for students with mild disabilities. Many have difficulty in the language arts, specifically in writing. Word processing software enables students to put ideas on paper without the barriers imposed by paper and pencil. Writing barriers for students with mild disabilities include Mechanics Process Motivation Mechanics help Grammar/spellcheckers Dictionaries Thesaurus programs Speech to Text On screen keyboard Handwriting recognition Processing help- (AutoText, AutoCorrect, Grammar/Spellcheck, Synonyms) Word prediction software aids in the processing of written materials- Helps with word recall Spelling Definitions or synonyms By providing several choices Text to Speech Organizational/ Diagramming charts Motivation Computer editing reduces or eliminates legibility problems. The final copy is neat and legible. (Handwriting recognition.) Desktop-publishing & Multimedia provides students the means and the motivation to generate new and more complex ideas. Varieties of fonts and styles, customize writing, highlight important features. Graphic images, drawings, and even video & audio provide interest or highlight ideas. 4 -- Productivity Assistive productivity tools can be hardware-based, software-based, or both. Hardware software Calculators----hand held Spreadsheets, databases, graphics, tables, Calculator----- on a computer charts, diagrams - software also offer PDAs------------ small, portable productivity tools enabling students to work on devices called personal digital subjects that may require: assistants calculating categorizing grouping predicting events
  3. 3. 5 -- Access to Reference Materials Telecommunications and multimedia are providing new learning tools for the students. Multimedia-based tools make information more accessible. Charts, pictures, animations, audio, and video in reference-based software can be used to address a wide variety of learning styles Sources: Teacher generated --------PowerPoints, modified word documents Commercially Prepared:--tutorials and reference material-Research feature The Internet -----------------electronic encyclopedias, library references, museum sites and online publications from NASA and other organization home pages Access to the Internet offers: These experiences should be structured Motivation The Internet is complex. Resources It is easy to get distracted or lost. There is inappropriate material on the WWW. 6 -- Cognitive assistance Application program software is available for instructing students through: tutorials drill and practice problem-solving simulations Programs to read written material: Reads pages of the book – Speech options Highlights the words as they are read-Highlighting tool Can pronounce the syllables Give the definition of a word - Research options include a dictionary When the student clicks on a picture, a label appears. A verbal pronunciation of the label is offered when the student clicks the mouse again. (Sound options, Verbal comments) Available in both English and Spanish (Translation features) 7 -- Material Modification Special educators can customize instructional materials to meet the varied needs of students with disabilities to provide learning tools that students can use to balance weak areas of learning with strong areas. These modifications may mean using materials and devices modify computer-based instructional materials by -----incorporating video, pictures, animation, and text -----boldfacing, underlining, highlighting (shading, coloring), resizing, -----limiting amount of text seen at once adapting skill sequences providing personal assistance adapting rules adapting the physical environment
  4. 4. Final Note: While many people assume that assistive technology is expensive, low-tech adaptations can be effective and affordable. General Design Considerations Uncluttered Screens One to two main points per screen. Use short sentences and define difficult vocabulary. Provide a lot of examples that the student can relate to coming from the students life. Examples should be “authentic” to the real world life of the student. References •Behrmann, Michael, “ED378755 Jan 95, Assistive Technology for Students with Mild Disabilities”, ERIC Digest E529, pp 1-4. ERIC Digests are in the public domain and may be freely reproduced and disseminated.