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  1. 1.  Benefits of Assistive Technology Assistive Technologies for Reading Using Technology to enhance skills of students with learning disabilities Conclusion
  2. 2.  These are groups that prepare teachers to incorporate Assistive Technology in an Early Childhood setting. Shared interest Committed developing skill sets of AT devices and implementation in learning community.Want to learn more? Click yes or no! YES NO Source
  3. 3.  Attending behaviors show immediate impact. Understanding of and compliance with rules of appropriate behavior. Abilities to communicate in classroom setting. User groups prepare teachers to incorporate AT in an early childhood setting.
  4. 4.  Assistive Technology has the potential to increase developmental skills and provide solutions to challenges like behavior, attention, and communication. Teachers share responsibility for effectively preparing all young children to be successful in school settings. Participants in User Groups who use AT in their classrooms have reported immediate child behavior benefits when using AT products. Do you think Assistive Technology devices should be used in the classroom? Definitely! No Way!
  5. 5.  Many devices can be used for children with disabilities so they can learn the same way!  Visual Impairments can use computer screen readers.  Physical Impairments can use position devices.  Hearing Impairments can use auditory trainers to comprehend instructions for reading.What about some statistics?Click here!
  6. 6.  In 2004, virtually ALL public Schools in the United States had Internet access, which is up from 35% in 1994. In 2005, about 10% of students in public schools receive Special Education services and approximately half of those classified have a learning disability. 8 out of 10 students with learning disabilities have Reading problems and can not understand grade- level material.
  7. 7.  Assistive Technology is more often used in Special Education classes than in regular classrooms. AT technology helps students strengthen and improve their overall reading skills. Students become more independent when reading grade-level text.
  8. 8.  It is important to evaluate each student for AT devices relative to the specific student’s strengths, limitations, settings, and tasks to be performed. Functional capabilities and limitations must be considered in making decisions about matching the students needs with the appropriate technology. Functional capabilities refer to abilities in areas of sensory, motor, cognition, language, and memory.
  9. 9. Subject Area DevicesListening Assistive listening device Tape recorderWriting Word prediction programs Screen reading programsReading Audio taped books Optical character recognitionMathematics Talking calculator
  10. 10.  The devices range on a continuum from simple to complex depending on such factors as implementation, technological features, student, teacher training requirements, and maintenance. Functional limitations are disability-related weaknesses that inhibit a person’s performance and impede the ability to meet the demands of the setting. FAPE stands for free, appropriate public education. IEP members must decide if the use of assistive technology devices will help students receive FAPE.
  11. 11.  Assistive Technologies can act as a lifeline to students with learning disabilities. It also has potential to increase developmental skills and provide solutions for those students. There are many different ways to make learning easier for every student in classrooms all around the world!
  12. 12.  Bryant, D., Bryant, B. R., & Raskind, M. H. (1998). Using assistive technology to enhance the skills of students with learning disabilities. Intervention in School & Clinic, 34(1), 53. Retrieved from EBSCOhost. Hasselbring, T. S., & Bausch, M. E. (2005). Assistive Technologies for Reading. Educational Leadership, 63(4), 72-75. Retrieved from EBSCOhost. Parette, H., & Stoner, J. (2008). Benefits of Assistive Technology User Groups for Early Childhood Education Professionals. Early Childhood Education Journal, 35(4), 313-319. doi:10.1007/s10643-007-0211- 6