Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Assistive Technology Presentation


Published on

Module 4 assignment for ITEC 7530, Spring 2014 @ Georgia Southern University

Published in: Education
  • Be the first to comment

  • Be the first to like this

Assistive Technology Presentation

  2. 2. Overview • This presentation will present: • an overview of the procedures and policies in place for students who have special needs and their legal basis • information concerning the history and make-up of accommodation systems • resources that can enhance students' educational experience • how assistive technology can benefit the entire class • suggestions for educators to include in their planning
  3. 3. Purpose • Due to existing conditions, which may be temporary or permanent, some students may need varying accommodations to allow them to fully participate in the process of education - due to impairments or disabilities that affect/limit their abilities to: • • • • walk, breathe, eat, or sleep communicate, see, hear, or speak read, concentrate, think, or learn stand, bend, lift, or work • Most important thing to remember? • Above all else, a student is a student • A student is not the tools of which they make use
  4. 4. Legal developments • U.S. Rehabilitation Act of 1973, Section 504 (1) • First ensured that students with “limitations” would be entitled to various accommodations to allow them to participate in public schools • Still exists in “504 Plans” • Education for All Handicapped Children Act, 1975 (2) • Ensured access to special education and supportive services • Amended in 1998, renamed the Individuals with Disabilities Education Act (IDEA) (3) • IDEA was further amended in 2004 • Establishment of the Individual Education Program (IEP)
  5. 5. 504 Plans • Section 504 of the U.S. Rehabilitation Act of 1973 allowed for the development of specialized plans to assist students with impairments while participating in public schools (4) • 504 plans provide assistance to overcome limitations in both physical and mental processes in order to ensure fair treatment at school • Not the formalized process that surrounds the current procedures for IEP development, but still should involve the student and parents as well as school personnel • Plans should be reviewed annually to determine current needs of the student
  6. 6. 504 plan options • • Examples of accommodations in 504 plans include: • preferential seating • extended time on tests and assignments • reduced homework or classwork • verbal, visual, or technology aids • modified textbooks or audio-video materials • behavior management support • adjusted class schedules or grading • verbal testing • excused lateness, absence, or missed classwork • pre-approved nurse's office visits and accompaniment to visits • occupational or physical therapy Many of these are involved in IEPs as well – and are examples of non-tech assistive devices/methods
  7. 7. IDEA & IEPs • Individuals with Disabilities Education Act (IDEA) established the formal system of Individual Education Program (IEP) development to ensure the most supportive services are available to students in public schools (5) • Development of IEP includes • assessment of the student’s skills and limitations by various professionals, presentation of needed accommodations • Involvement of educational professionals to accurately apply the assistance to the curriculum • Parents and the student are important members of the team • SMART goals are established (specific, measurable, attainable, realistic, timely) for the student’s school year. • Reviewed annually
  8. 8. From plans to programs • No longer just a case of different seating and / or testing arrangements • IEPs include a variety of educational adjustments • Students may receive therapy during the school day • Therapists may work with the classroom teacher on inclusionary techniques for use in the general classroom • Student may attend some classes in a separate room, but many will be in a general classroom – with accommodations as needed • Goal is to support the student, not have them stand out • Older students should be allowed flexibility in accommodation methods to help support high levels of self-esteem and awareness
  9. 9. Assistive Technologies • Assistive technologies (AT) are now included – not just non-tech methods • Definition: “any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (6) • Levels of technology: (7) • Non-tech: pencil grips, page turn tabs, picture directions rather than written, computer carrels for isolation/removal of distractions • Low-tech: computer for writing (rather than by hand), adjustments to software for easier visibility, tactile demonstration models, communication boards, variations on input devices (keyboards, mice, touch screen options) • High-tech: OCR / text reader programs, speech-to-text software, note taking systems (some with audio or video recording capability), ebooks, educational applications running on in-class tablet devices
  10. 10. AT applied to instruction • Lahm and Morrissette (1994)(8) outlined seven areas of instruction where AT can be useful: • Organization – developing concept maps and outlines can help with recall • Note-taking – students are not limited to just what they can get written down – even video or audio recording can help with review • Writing Assistance – computers remove the limitations of pen & paper – voice recognition software takes the ease even further • Productivity – from calculators to computers, tools can assist with task completion • Access to reference materials – multimedia methods of research allow for research to be completed with a minimum of movement • Cognitive Assistance – programs to help student through tutorials, drill and practice, problem-solving and simulations • Materials Modification – not just from the instruction side – students themselves can create materials through a variety of methods
  11. 11. Not just for IEP students • It is not only those students with IEPs that can benefit from the application of AT to the classroom • Tools to help develop organization and provide cognitive assistance can benefit all students in their educational pursuits • The completion of multi-media research and the development of alternative materials can help students to become aware of not only their own level of knowledge, but how to present their findings • The help of productivity software and word processing programs can make more students comfortable with writing and expressing themselves • Students with varied learning styles will benefit from the options • Working together as a team can help all students in the room (and help the IEP student not “be different”)
  12. 12. Useful planning tools • Developing lesson plans that include the use of instructional or assistive technology can produce a classroom that supports all of its students • Tools are available to provide information about what is available and how it can be applied to lesson development – one suggestion: • Various publications from the Technology and Media Division of the Council for Exceptional Children (9) • Technology Fans – assistive technology suggestions • TAM Series – “Practical Ideas for Practitioners” • Planning Tools – “designed to be used by practitioners as they consider and implement assistive technology, instructional technology, and Universal Design for Learning”
  13. 13. References (Cited) 1) 2) 3) 4) 5) 6) 7) 8) 9)
  14. 14. Additional References • Creating SMART goals: • US Department of Education IDEA site: • Georgia Project for Assistive Technology: • Technology and Media Division of the Council for Exceptional Children: • Assistive Technology for students with Mild Disabilities-Update 2002: