Assistive technology
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This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
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Assistive technology refers to any device, software, or equipment that can help individuals with disabilities by improving their functional abilities. Assistive technology can range from low-tech options like communication boards to high-tech computers and includes wheelchairs, educational software, and other aids. According to 2010 Census data, over 56 million Americans had a disability and nearly 38 million had a severe disability, with around 12 million requiring daily living assistance. The Individuals with Disabilities Education Act requires schools to provide assistive technology as specified in students' Individualized Education Programs to meet their needs. Common assistive technologies support people with hearing, vision, learning, and physical disabilities.
How can technology solve the challenges of an aging population
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AB 11b 190612 Assistive Technology Survey 6 3 12-Individual easy read
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This document discusses assistive technology and vocational services. It provides an overview of assistive technology, including a definition and timeline. It discusses ways to access assistive technology through state agencies and other sources. It also discusses working as an interdisciplinary team and considerations for selecting assistive technology. Both high-tech and low-tech assistive technology options are presented for computer access, reading, writing, and more. The document concludes by discussing how assistive technology can be used in vocational evaluations, jobs, e-learning, and emphasizes that technology is advancing rapidly to provide solutions.
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What does technology offer for elderly care? Possibilities and challenges
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Assistive technology
The document discusses assistive technology and its role in educating students with disabilities. It explains that the Individualized Education Program (IEP) requires schools to provide assistive technology devices and services to students with disabilities. The IEP team determines the student's assistive technology needs through an assessment process. Assistive technology includes any item or equipment that helps increase, maintain, or improve the functional capabilities of individuals with disabilities. Examples of assistive technology and how it can help students with various disabilities are provided.
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This document discusses assistive technologies that can enhance the educational experience of students with disabilities. It defines assistive technology as any item or equipment that helps increase the functional abilities of individuals with disabilities. A six-step process is outlined for identifying the best assistive technologies for each student's needs through collaboration between educators and families. Examples are given of low-tech, high-tech, and no-tech assistive technologies and how they can support students with various disabilities or learning challenges. Potential downsides to using assistive technologies in classrooms are also addressed.
Assistive technology
Assistive technology (AT) refers to tools, devices, and services that help students with disabilities reach learning outcomes. AT can range from simple and inexpensive to complex and costly. According to this document, schools must consider AT for each student with an IEP and are responsible for the costs of devices and services. An assistive technology team evaluates students, selects appropriate AT, and monitors its effectiveness over time to ensure students' needs are met.
What's an IEP
Special education aims to provide equal access to education for children with disabilities from birth through age 21 by providing specialized services and support to help them succeed in school. An individualized education program or IEP is developed for each eligible child with an disability by a team including parents and educators. The IEP describes the child's unique goals and the special services and supports needed to help them achieve those goals. Children may qualify for an IEP if they have conditions such as learning disabilities, ADHD, autism or other issues that make learning challenging. Assistive technology promotes greater independence for people with disabilities by enabling tasks that were difficult or impossible through customized enhancements or alternative methods of interaction.
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This document discusses assistive technology for special needs students. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies are important for students with disabilities like ADHD, hearing or visual impairments, learning disabilities, and autism to help them learn. The document provides examples of assistive technologies for different disabilities, such as hearing assistive devices, software programs, and writing tools to help with writing skills and motivation. It also outlines steps to find assistive technologies for students with ADHD.
Assessment Issues AT for LD
1. Assistive technology assessment is a collaborative process that considers a student's needs, abilities, tasks, and environments to determine what technology, if any, is needed to provide access to education.
2. The assessment should use a team approach including the student, family, teachers, and professionals and consider options through trials in the student's customary environments.
3. The goal of assistive technology is to provide access to the curriculum for students with disabilities, while instructional technology aims to teach academic skills. Both may be considered during the assessment process.
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This document provides an overview of assistive technology for general education teachers. It defines assistive technology as any item or equipment that increases the functional abilities of students with disabilities. All students with IEPs must have assistive technology considered. Examples of assistive technology include low-tech options like pencil grippers and high-tech options over $5,000. Schools must provide assistive technology services including evaluation of student needs, training, and coordinating with other therapies. An implementation plan template is referenced to help schools effectively plan assistive technology use.
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This document provides guidance for teachers on working with students with special needs. It discusses that students have a variety of special needs including ADHD, learning disabilities, autism, and others. It emphasizes the importance of understanding students' needs and using available resources. Key points covered include individualized education plans (IEPs) which are designed to meet each student's specific needs, the role of assistive technology, examples of low-tech, high-tech and no-tech assistive technology solutions, and local resources for assistive technology.
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Mason G. Rhodes gave a presentation on assistive technology. Assistive technology includes devices that assist people with disabilities and can help improve, maintain, or increase abilities. Assistive technology benefits students with disabilities like ADHD, mild learning disabilities, and auditory disabilities. Examples of assistive technologies for different disabilities are provided. The presentation also outlines steps for finding assistive technology solutions for a child which include collecting information about the child, identifying activities of participation, and brainstorming technology solutions.
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The document discusses various disabilities and challenges faced by students, as well as strategies and technologies that can help including Individualized Education Programs, assistive technology, and ensuring students are educated in the least restrictive environment with their non-disabled peers whenever possible. Examples of assistive technologies that can help with learning, reading, writing, and communication are provided.
Assistive Technology
The document discusses assistive technology, which refers to devices and services that help people with disabilities function independently. It defines assistive technology and explains that devices promote greater independence by enabling tasks that were formerly difficult or impossible. The document also outlines different types of assistive technologies for communication, learning, daily living, and more. It emphasizes that assistive technologies should be identified through each student's Individualized Education Program to determine the accommodations needed.
Assistive technology
This document discusses assistive technology and its uses in the classroom. It begins by defining assistive technology as any device or service that helps students with disabilities achieve their full potential as outlined in their IEP. Examples are then given of assistive technologies for different disabilities, including FM systems for hearing impairments, braille printers for visual impairments, learning software for learning disabilities, and trackball mice for physical disabilities. The document concludes by listing references used.
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This document discusses assistive technology and resources to help meet the needs of students with varying abilities. It defines assistive technology as any item that helps a child participate in educational activities, ranging from low-tech options like specialized cups to high-tech communication devices. The document also outlines laws requiring students to be educated in inclusive, least restrictive environments. It provides an overview of the IEP process and explains how assistive technologies can help with issues like hearing impairments, communication difficulties, dyslexia, and ADHD. A variety of websites are recommended as resources for finding appropriate assistive technologies and learning more.
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The document discusses working with students who have special needs. It outlines the Individuals with Disabilities Education Act (IDEA) which ensures services for children with disabilities. It describes the process for identifying a student's needs, creating an Individualized Education Program (IEP), and providing support services. The document also discusses differentiated instruction, assistive technology options from low to high tech, and choosing assistive technologies to enhance students' participation and independence.
Assistive Technology
The document discusses working with students who have special needs. It explains that the Individuals with Disabilities Education Act (IDEA) ensures services for children with disabilities. Under IDEA, students receive an Individualized Education Program (IEP) to provide goals and support services. Support services can include special education, therapies, technology assistance, and accommodations to keep students in the least restrictive environment. The document also discusses differentiating instruction, assistive technologies, and resources to help teachers meet the needs of students with disabilities or learning differences.
Assistive learning ppt
This document provides an overview of assistive technology and resources for teachers to support students with different abilities. It defines universal design for learning and the Individuals with Disabilities Education Act. It then discusses choosing assistive technology and provides examples of technologies and strategies to support students with ADHD, auditory disabilities, and mild disabilities. Resources for further information are also listed.
Assistive technology
This document provides an overview of assistive technology and how it can help students with disabilities. It discusses individualized education plans (IEPs) and how they are used to determine if a student qualifies for special education services. The document also looks at how to choose an appropriate assistive technology tool based on a student's strengths, abilities, and needs. Examples are given of low-tech and high-tech assistive technology options and resources like the Georgia Project for Assistive Technology (GPAT) are highlighted.
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Chapter 6
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Assistive technology
- 4. Ice Breaker
- 9. AT items make everyday activities possible… Environmental control………. for daily living
- 10. Switch adapted toy………. for play
- 11. Little room……..….for learning/cognition….for visually impaired
- 12. Educational software………. for learning/cognition
- 13. Picture symbols……….. for communication
- 14. Walker……….. for mobility/gross motor
- 15. Cup with handles and straw………..for self care
- 16. What is AT?
- 17. How did you AT?
- 18. What comes to mind?
- 19. AT is more than… http://www.asu.edu/clas/tnt/
- 21. Low tech and high tech http://www.asu.edu/clas/tnt/
- 25. Why is AT offered?
- 26. What do we know about AT and infants and toddlers? http://www.asu.edu/clas/tnt/presentations/
- 31. The HOPE AT Process
- 38. Discover How AT Helps Children Learn
- 39. AT Promoting Infant Toddler learning in Natural Environments www.letsplay.buffalo.edu
- 40. AT to promote participation and learning www.letsplay.buffalo.edu
- 43. A Glimpse at Computers
- 49. AT and Play Stages
- 50. Emerging Play Stages http://www.letsplay.buffalo.edu/play/play.html
- 52. Sharing Low Tech Solutions
- 54. Adapting Toys
- 58. Ideas to Share http://www.asu.edu/clas/tnt/home_files/ideas.htm
- 59. Ideas to Share http://www.asu.edu/clas/tnt/home_files/ideas.htm
- 60. Ideas to Share http://www.asu.edu/clas/tnt/home_files/ideas.htm
- 61. Ideas to Share http://www.asu.edu/clas/tnt/home_files/ideas.htm
- 63. AT Pilot NC
- 64. AT Pilot NI
Editor's Notes
- University of Buffalo Lets Play Project www.letsplay.buffalo.edu
- http://www.letsplay.buffalo.edu/play/play.html