Assistive technology for learning and leisure

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  • These skills will help disabled individuals learn to function independently while performing everyday tasks at home and in society.s
  • These skills will help disabled individuals learn to function independently while performing everyday tasks at home and in society.
  • The Roadblocks listed are inhibitors for training in a natural environment. The increased emphasis on educational inclusion and meeting accountability standards has limited the amount of time for instruction. Limiting the time for instruction could be a detriment for students with severe disabilities who require opportunities to acquire skills. The cost of instructing students in natural (real-life) environments can be costly when extenuating circumstance are considered.
  • Multimedia instruction allows students to practice real world scenarios while bypassing many of the natural environment instructional roadblocks Computer-based Interactive Technology - includes simulations and other assistive technology Video-based Instruction includes Video modeling. Photos are used with or without videos to deliver instruction.
  • In-vivo teaching strategies is to effectively enhance the daily living, problem-solving, academic, employability, and social skills of youth and young adults with emotional and behavioral difficulties (EBD) so they may become more self-sufficient and achieve their goals. This method of instruction is used in conjunction with video training as well.
  • Anchored instruction is taught by structuring materials so that knowledge is used to find a solution. Anchored Instruction was created by the Cognition and Technology group at Vanderbilt in 1990 Video modeling/ rehearsal (Video Rehearsal Only): viewing a full video-based multimedia sequence prior to task engagement. Video rehearsal plus video prompting during task engagement (Video/In Vivo Video): viewing video sequence prior to and during task engagement through the use of a laptop. Combination of video plus photographs was included in the comparison Captions on videos and photos
  • Assistive Technology can contribute to the mission of UDL. The use of Assistive technology will allow users to have what they need to fit their needs in order to gain knowledge or skills. Users gain independence by having the ability to accomplish tasks using assistive technology without the dependence upon others.
  • These are just a few examples of the many types of AT available.
  • Assistive technology for learning and leisure

    1. 1. ASSISTIVE TECHNOLOGYFOR LEARNING ANDLEISURE
    2. 2. SKILLS NEEDING INSTRUCTIONMobilitySocial InteractionCookingOperating a Computer or TV
    3. 3. SKILLS NEEDING INSTRUCTIONCleaningBasic HygieneGetting Dressed
    4. 4. INSTRUCTIONAL ROADBLOCKS Limited Instruction Time Level of Disability verses InstructionalOpportunities Accountability Standards/Education forEveryone Cost of Instruction
    5. 5. MULTIMEDIA SOLUTIONS Computer-based Interactive Technology Video & Photo based Instruction
    6. 6. COMPUTER-BASED INTERACTION Simulations-  real world representation by acomputer program Microworld- risk free learning environments Educational Games In VIVO Training used (notes)
    7. 7. VIDEO/PHOTO-BASEDINSTRUCTION Video delivered through multimediaprograms Anchored Instruction- see notes Videos prompts action and modelsinstruction Photos shows examples of instruction
    8. 8. ROLE OF ASSISTIVETECHNOLOGY Assist during learning and leisure Makes learning universal Provides Independence
    9. 9. USEFUL AT EXAMPLES Touch Screens (includes iPads & Tablets) Trackballs Screen Enlargers Joysticks Oversized Remote Controls
    10. 10. MULTIMEDIA IMPLEMENTATION Trackball, Joystick, and/or Remote forinteraction Instruction mirrors natural environment Scaffolding approach Video and Photo modeling/prompts Delivered though Computer
    11. 11. REFERENCES Laarhoven, T. V., & Laarhoven-Myers, T. V.(2006). Comparison of Three Video-basedInstructional Procedures for Teaching DailyLiving Skills to Persons with DevelopmentalDisabilities. Education and Training inDevelopmental Disabilities, 41(4). Retrieved fromhttp://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2006v41_Journals/ETDD_200612v41n4p365-381_Comparison_Three_Video-Based_Instructional_Procedures_Teaching.pdf
    12. 12. REFERENCES Langone, J., & Clees, T. J., & Rieber, L., &Matzko, M. (Winter 2003). The Future ofComputer-based Interactive Technology forTeaching Individuals With Moderate to SevereDisabilities: Issues Relating to Research andPractice. Journal of Special EducationTechnology, 18 (1). Retrieved fromhttp://www.tamcec.org/wp-content/uploads/2009/06/JSETv18n1.pdf#page=6
    13. 13. REFERENCES Burgstahler, S. (Fall 2003). The Role ofTechnology In Preparing Youth With DisabilitiesFor Postsecondary Education and Employment.Journal of Special Education Technology, 18(4).Retrieved http://www.tamcec.org/wp-content/uploads/2009/06/JSETv18n4.pdf#page=46
    14. 14. REFERENCES Herrygers, J., Clark, H.., Crosland, K., &Deschenes, N., (2010, December 3). Module 4:In-vivo Teaching: Strategies for TeachingRelevant Skills to Transition-Age Youth andYoung Adults. Retrieved fromhttp://tip.trustedts.com/Portals/0/pdf/Mod4-In-vivoTeaching.pdf
    15. 15. REFERENCES All Images courtesy of http://pixabay.com/

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