Assistive technology presentation


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Assistive technology presentation

  2. 2. Students with Special Needs ◦ Students with delayed skills or other disabilities might be eligible for special services that provide individualized education programs (IEP) in public schools, free of charge to families.
  3. 3. 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
  4. 4. What Can We Do? ◦ Young children with disabilities need an enriched environment to promote their social and cognitive participation and growth. ◦ Technologies, from low to high-tech, can play a role in promoting their participation, but are often underutilized. ◦ Assistive technology (AT) tools and strategies make it easier for young children with disabilities not only to participate in day-to-day activities, but also to do so independently.
  5. 5. Assistive Technology ◦ This can include assistive, adaptive, and rehabilitative devices for anyone with disabilities. ◦ It also includes the process used in selecting, locating, and using them. ◦ AT promotes greater independence by enabling people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to, or changing methods of interacting with, the technology needed to accomplish such tasks.
  6. 6. Steps to Identifying AT Support ◦ 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? ◦ 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?
  7. 7. Steps to Identifying AT Support ◦ 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 ◦ 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.
  8. 8. Think-Pair-Share ◦ Turn and talk to the person sitting to your right and discuss any assistive technology you currently use in your classroom.
  9. 9. Assistive Technologies for ADHD ◦ The following are some assistive technologies that can be used with students who have ADHD. The choice of assistive technology for ADHD should be focused on the core symptoms or behaviors that are being seen that interfere with studies, learning and homework. ◦ Noise cancelling ear phones or ear plugs can be used for those who are easily distracted by external noises when they try to study. ◦ There are all sorts of either auditory or vibrating alarms that can be used for reminder deadlines or to schedule a 30 minute study time for example. ◦ These alarms and a PDA or electronic calendar with reminders are some of the most commonly used items from the assistive technology for ADHD choices.
  10. 10. Assistive Technologies for Auditory Impairment ◦ FM Systems ◦ The personal FM system consists of a transmitter microphone used by the speaker and a receiver used by the listener. The receiver transmits the sound to the ears or, directly to a hearing aid. ◦ Infrared Systems ◦ With an infrared system, sound from the TV is transmitted using infrared light waves. This sound is transmitted to a receiver, which can be adjusted to a desired volume. The TV can be set to a volume comfortable for any other viewers with normal hearing. ◦ Induction Loop Systems ◦ Induction loop systems work with hearing aids. An induction loop wire is permanently installed (typically under a carpet or in the ceiling) and connects to a microphone used by a speaker. The person talking into the microphone generates a current in the wire, which creates an electromagnetic field in the room that is picked up by the hearing aid. ◦ One-to-One Communicators ◦ You can give a person a microphone to speak into. The sound is amplified and delivered directly into the hearing aid (or headset if they don’t have a hearing aid), and the person can adjust the volume to their comfort level.
  11. 11. Assistive Technologies for learning disabilities ◦ Organization ◦ Graphic organizers allow students to manipulate and reconfigure brainstormed ideas and color code and group those ideas in ways that visually represent their thoughts. ◦ Note Taking ◦ A simple no-tech approach to note taking is for the teacher to provide copies of structured outlines in which students fill in information ◦ Microsoft Office Processes ◦ Word processing may be the most important application of assistive technology for students with mild disabilities. Grammar and spell-checkers, dictionaries, and thesaurus programs assist in the mechanics of writing. ◦ Academic Assistance ◦ Tools such as calculators or E-books will help improve the success of students by offering them support ◦ Multimedia tools ◦ Multimedia use of text, speech, graphics, pictures, audio, and video in reference- based software is especially effective in meeting the heterogeneous learning needs of students with mild disabilities.
  12. 12. References: ◦ All slide show material was pulled from the following websites: