WITH ASSISTIVE TECHNOLOGY
Robin Knight
 Have

varying levels of ability.
 May have difficulty learning and functioning.
 May have may have been identified as ...
 The

Individuals with Disabilities Education
Act (I.D.E.A.) is a law ensuring services to
persons with disabilities in t...
 Can

use tenets from the universal design for
learning which suggests that they remove
barriers to learning by providing...
 WIKIPEDIA


An umbrella term that includes assistive,
adaptive, and rehabilitative devices for people
with disabilities...
 Any

service that directly assists an individual
with a disability in the selection, acquisition
or use of an assistive ...


Goal of I.D.E.A. is to
ensure that each
student is educated in
the least restrictive
environment possible.




Effort...
ADHD
• Communication Boards
• PDA’s – calendars, timers,
reminder messages
• Noise Canceling Ear
Phones/Plugs
• Voice Reco...


Cennamo, K. S., Ross, J.D., & Ertmer, P.A. (2010).
Technology integration for meaningful classroom use:
A standards-bas...
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Assistive Technology Presentation

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Assistive Technology Presentation

  1. 1. WITH ASSISTIVE TECHNOLOGY Robin Knight
  2. 2.  Have varying levels of ability.  May have difficulty learning and functioning.  May have may have been identified as having special needs such as:      Learning disabilities ADHD - Attention deficit hyperactivity disorder Emotional disorders Cognitive challenges Autism     Hearing impairments Visual impairments Speech or language impairments Developmental delays
  3. 3.  The Individuals with Disabilities Education Act (I.D.E.A.) is a law ensuring services to persons with disabilities in the United States.  I.D.E.A. governs how states and public agencies provide early intervention, special education and related services.   Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under I.D.E.A. Part C. Children and Youth (ages 3-21) receive special education and related services under I.D.E.A. Part B.
  4. 4.  Can use tenets from the universal design for learning which suggests that they remove barriers to learning by providing flexibility in terms of options for materials, methods, and assessments (Rose and Meyer, 2002).  Customize and personalize learning activities to address students’ diverse learning styles, working strategies and abilities. NETS Standard 2.c.  Under I.D.E.A. assistive technology devices can be used in the educational setting to provide a variety of accommodations or adaptations for people with disabilities.
  5. 5.  WIKIPEDIA  An umbrella term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and also includes the process used in selecting, locating and using them.  I.D.E.A.  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 individuals with disabilities.
  6. 6.  Any service that directly assists an individual with a disability in the selection, acquisition or use of an assistive technology device.  Examples of these services include:     Evaluating the student’s technology needs. Acquiring the necessary technology. Coordinating technology use with other therapies and interventions. Providing training for individuals, the individual’s family and school staff in the effective use of the technology.
  7. 7.  Goal of I.D.E.A. is to ensure that each student is educated in the least restrictive environment possible.   Effort is made to help students stay in a regular classroom. If it is determined that needs are best met in a special class, then the student may be placed in a special class.  IEP-individualized education program.    First step to gather data regarding the student’s progress or academic problems. Parents work with educators as a team to set goals and develop a plan to help students succeed in school. Special Support to help achieve individual learning goals.
  8. 8. ADHD • Communication Boards • PDA’s – calendars, timers, reminder messages • Noise Canceling Ear Phones/Plugs • Voice Recognition Software • Digital Talking Calculators AUDITORY DISABILITY • FM Systems • Infrared Systems • Induction Loop Systems • One to One Communicators MILD LEARNING DISABILITIES • Read and Write Gold • Daisy Audio Players • Task Analysis • Webbing READING AND WRITING • Word Processors • Grammars and Spell checkers • Dictionaries & thesaurus programs • Desktop Publishing
  9. 9.  Cennamo, K. S., Ross, J.D., & Ertmer, P.A. (2010). Technology integration for meaningful classroom use: A standards-based approach. Wadsworth, Cengage Learning, Belmont, CA  http://kidshealth.org/parent/positive/learning/iep.html  http://www.udlcenter.org/aboutudl/whatisudl  http://www.nidcd.nih.gov/health/hearing/pages/assistivedevices.aspx  http://assistivetechnologyforeducation.com/examples-ofassistive-technology/  http://www.adhd-brain.com/assistive-technology-for-adhd.html

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