Assistive technology Final
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This document discusses assistive technology and how it can help students with ADHD and auditory processing issues. It defines assistive technology as any technology that promotes independence by enabling tasks that were previously difficult. For students with ADHD, assistive technology can provide organization, limit choices, and provide reminders through tools like email, Google Drive, and QR codes. Auditory students can benefit from PowerPoints, photos, apps, FM systems, sound field systems, loop systems, and CART machines. The document provides steps for developing an assistive technology plan, including gathering student information, planning activities, setting goals, testing the plan, and evaluating.
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This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
Assistive Technology -Module 4 - gwen kenny
This document discusses assistive technology that can help students with special needs and learning disabilities. It provides an overview of common indicators of learning disabilities and tips for teaching students with disabilities. It also discusses individualized education programs (IEPs) which are used to set goals and provide support for special needs students. The document then outlines different types of assistive technology for hearing, reading/writing, and learning disabilities that can help these students perform tasks and improve their learning.
Assistive technology
This document discusses how technology can aid students with special needs in their education. It identifies students with learning disabilities, ADHD, autism, and other conditions as benefiting from assistive technologies. Hearing assistive devices like infrared and induction loop systems can help students with hearing impairments listen in class. Interactive touchscreens and tablets can engage and help students with ADHD focus. Technologies also support students through organization, note-taking, writing, and accessing reference materials. Video recordings of classes can aid students who miss instruction.
Assistive Technology Presentation
This document discusses assistive technology solutions that can help students with various disabilities achieve academic success. It begins by outlining common types of disabilities such as learning disabilities, ADHD, autism, and sensory impairments. Six steps for finding assistive technology solutions are then presented: collecting student information, identifying activities, observing interactions, brainstorming solutions, implementing interventions, and evaluating outcomes. A variety of assistive technology tools are described that can help with areas like listening, math, organization, reading, and writing. Specific solutions are also provided for disabilities including ADHD, auditory impairments, and mild disabilities. The document concludes by listing additional resources for memory, reading, writing, and math.
Assistive technology webquest
The document discusses assistive technology for students with special needs. It begins by outlining the referral, evaluation, and individualized education plan (IEP) process. It then discusses assistive technologies and how they can help students with specific disabilities like ADHD, auditory disabilities, and mild learning disabilities. Examples are given such as invisible clocks and computer-assisted instruction for ADHD, FM systems and closed captioning for auditory disabilities, and abbreviation expanders and audio books for learning disabilities. The goal of assistive technology is to promote independence and success for students with disabilities.
Report 1Guest Speaker 1. Samantha Director 2. Jamie Edwa.docx
Report 1
Guest Speaker:
1. Samantha: Director
2. Jamie Edwards: Instructional Design Specialist
3. Zack Joaabi: Instructional Design Specialist
4. Liza : Instructional Design Specialist
5. Nick : Course Coordinator
6. Kristie Bigler
Date:
Student Name:
Please answer the following questions and save the document as Report 3 _ Your Name for submission.
· What have you learned from the guest speaker?
The team presented their professional manifesto and standard procedures; they conduct distance learning courses as well as face to face classes. Moreover they offer consultation at course level. So in case any institute needs to discuss their courses and course methodology, they can be called.
As the emphasis is on distance learning, most of the work comes through emails, phone calls and through word of mouth. Why is the team important? Instructors, deans or chairs go to them to request help regarding their courses.
To help them, besides conventional consultation tools, they have a modified version of ADDY. What they do is they start taking input for the course and start evaluating the content. Plus as the course progresses, they evaluate it along the way.
The team also makes use of both learner analysis and content analysis. More emphasis is put on online learning and giving students some grids to work with, that way they don’t have to run to places to take notes in a lecture.
They would help promote websites for an instructor and the interface where they encourage a button of ‘contact instructor’.
The interface and rubric is not designed based solely on innovation, it is based on instruction design, best practices and research findings. The input they need to evaluate the course include (but are not limited to) atomization of the course and navigation of the course.
Sometime ago, with the approval of The U.S. Dept. of Education, state authorization was not given to distance learning programs, the idea was to uphold integrity regulation, and not to promote diploma mills.
But distance learning programs were suffering; online education had no authority to issue diploma, but things are getting better now as distance learning is no more a walk in the park, it requires hard work.
The team works with the administration; they give them goals regarding distance learning. For instance here at the school, President Bradley and the Dean of Extended Learning work in coordination to setup goals for this program.
The team needs to be on their toes, they have to know what’s going on in technology. For instance the polygraphic teacher will probably be available to distance learners very soon, plus they need to know about the evolution of distance education – so a lot of research goes into their procedures. The team also offers faculty development and offers sessions of quality matters.
· Which part of this activity benefited you most? Why?
Actually, I benefited from the whole activity, especially that the speakers focused on the important points ...
Hardware, software and systems approach to educational
The document discusses three approaches to educational technology: hardware, software, and systems.
The hardware approach focuses on developing electro-mechanical equipment like films and computers to mechanize the teaching process. The software approach uses principles of psychology for behavior modification through programs and materials. The systems approach views education as an interacting system and focuses on specific objectives, appropriate media, learner characteristics, and continuous evaluation.
Assistive Technology Presentation
This presentation is set for 15 seconds before each slide advances. While in slide show mode, you can advance manually if you prefer. The references are cited in the notes page.
Assistive Technologies Webquest
This document discusses assistive technologies that can help students with special needs. It defines assistive technology as any device or service that helps individuals with disabilities increase or improve their functional abilities. The document outlines six steps for identifying an appropriate assistive technology solution for a student and provides examples of technologies that can assist students with hearing disabilities, ADHD, and mild learning disabilities. Examples mentioned include FM systems, infrared systems, induction loop systems, highlighted textbooks, books on tape, electronic organizers, handheld scanners, and academic productivity tools.
Assistive Technologies Webquest
This document discusses assistive technologies that can help students with special needs. It defines assistive technology as any device or service that helps individuals with disabilities increase or improve their functional abilities. The document provides examples of assistive technologies for different disabilities, such as hearing aids, FM systems, and infrared systems for hearing disabilities. It also discusses tools and software that can help with organization, note-taking, writing, and academic productivity for students with mild learning disabilities or ADHD. The document provides steps for identifying the right assistive technology solution for a student and defines several important special education terms.
Assistive technology web quest module 6 dobbs
The document discusses accommodations that can be made for students with ADHD, hearing impairments, and mild learning disabilities in lessons about the solar system, NASA history, and group webquests. For students with ADHD, outlines, breaking lessons into parts, encouraging participation, and animated teaching can help. Hearing impaired students can benefit from assistive technologies like one-to-one communicators and speech recognition software. For mild learning disabilities, accommodations involving presentation, response, timing, setting, and testing can support student learning and confidence.
Podcasting for mobile learners - exploiting opportunities
Three reasons for using podcasts are provided in the summary:
1) Making learning more flexible by allowing students to access lecture materials anywhere and at any time.
2) Increasing the accessibility of learning materials by distributing audio recordings of lectures through RSS feeds and course websites.
3) Enhancing students’ learning experiences by providing additional resources for studying and referencing, as supported by findings from a case study where 69.6% of students accessed podcasts.
Computer based
Computer-based learning utilizes computers as the central tool for instruction. It takes advantage of computers' interactive and multimedia capabilities to present lessons. There are several potential advantages to computer-based learning, such as the ability to learn from home without an instructor. It can be used as a supplement to traditional classrooms or as a primary education method in online programs. Characteristics include using digital media, networking technologies, and multimedia to create an engaging learning environment. Computers can be used to meet cognitive, affective, and psychomotor learning objectives through concepts, feelings, and simulations. Advantages include personalized learning, compelling presentations, feedback and choice, while disadvantages include potential isolation and lack of structure. Examples of models are training and practice
Computer based
Computer-based learning utilizes computers as the central tool for instruction. It takes advantage of computers' interactive and multimedia capabilities to present educational content. There are several potential advantages to computer-based learning, such as the ability to learn from home without an instructor. It can be used as a supplement to traditional classroom learning or as a primary education method in online programs. Characteristics of computer-based learning include utilizing digital media, networking technology, and multimedia to create an engaging learning environment. Computers can be used to meet cognitive, affective, and psychomotor learning objectives through concepts, feelings, and simulations. While it provides personalized and interactive learning, computer-based learning also risks learner isolation and lack of structure without an instructor.
Computer based
Computer-based learning utilizes computers as the central tool for instruction. It takes advantage of computers' interactive and multimedia capabilities to present lessons. There are several potential advantages to computer-based learning, such as the ability to learn from home without an instructor. It can be used as a supplement to traditional classrooms or as a primary education method in online programs. Characteristics include using digital media, networking technology, and multimedia to create an engaging learning environment. Computers can be used to meet cognitive, affective, and psychomotor learning objectives through concepts, feelings, and simulations. Advantages include personalized pacing, compelling presentations, and motivating students, while disadvantages include potential isolation and lack of instructor support. Examples of models are training
Individual students, Individual needs
This document discusses strategies for meeting the needs of students with disabilities in the general classroom. It defines common terms like ADHD, IEPs, inclusion and assistive technology. It then provides examples of assistive technologies and non-technology supports that can help students with ADHD, auditory disabilities and mild learning disabilities participate and succeed in classroom activities. Sample assistive technologies include audio books, talking calculators and hearing assistive systems. Non-tech supports include seating arrangements, visual aids, graphic organizers and reading aloud.
Individual students, individual needs
This document discusses strategies for meeting the needs of students with disabilities in the general classroom. It defines common terms like ADHD, IEPs, inclusion and assistive technology. It then provides examples of assistive technologies and non-technology supports that can help students with ADHD, auditory disabilities and mild learning disabilities participate and succeed in classroom activities. Sample assistive technologies include audio books, talking calculators and hearing assistive systems. Non-tech supports include preferential seating, graphic organizers and breaking work into chunks.
Disabilities presentation
This document discusses strategies and assistive technologies for three students with different disabilities. Student 1 has ADD and benefits from non-technological strategies like structure, clear expectations, and praise. Student 2 is visually impaired and uses a screen reader, Braille software, and large print to complete classroom tasks. Student 3 has hearing loss and relies on assistive listening devices, smart board technology, and acoustic improvements to learn. The document emphasizes that assistive technology enables students with disabilities to learn successfully in general education classrooms.
Development of Instructional Materials Using Technology
This document discusses instructional materials that can be used with technology to aid teaching and learning. It defines instructional materials as any collection of resources that teachers can use to help students achieve learning objectives. It provides examples of different types of instructional materials that use technology, including presentation software to create engaging multimedia lessons, projectors to display lessons for students, smart TVs for interactive lessons, lapel microphones to amplify teacher voices, and laptops to enable collaborative project-based work. The objectives are for students to be able to identify different technology-based instructional materials, appreciate how they help teaching, and evaluate their uses.
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Assistive technology Final
- 1. Assistive Technology By: Kira White Tucker
- 2. What is Assistive Technology? Any type of Technology that promotes greater independence by enabling people to perform tasks that they formerly were unable to accomplish or had great difficulty accomplishing.
- 3. Students with ADHD Students with ADHD need the following things to help them remain in control: 1. A Routine 2. Organization 3. Limited Choices 4. Short Directions 5. Check Lists
- 4. Some Ways Assistive Technology Can Help With ADHD Students ● Use email to send the agenda to the student and parents for review before they arrive in class. ● Using Google Drive assign the student modified work with less problems or choices of assignments without making a ● Use QR Codes on worksheets ○ Linking audio of directions ○ Link short instructional videos ○ Link reminder of the nights work
- 5. Ways Assistive Technology can Help With Auditory Assistant Students Using PowerPoints or presentation software allowing the student to read the information at his or her own pace Take pictures of the processes you are introducing so the student can see what is happening rather than listen to the teacher explain. Use the Plethora of Tablet or Smart Phones apps the student may already be familiar with to help in the classroom. The use of an FM System will help students here during classroom instruction. The teacher wears a microphone and the student wears an earpiece that allows them to hear better.
- 6. Ways Assistive Technology can Help With Auditory Assistant Students FM Systems: Use a wireless transmitter to broadcast a signal throughout a given area. Sound Field Systems: Similar to FM Systems except there are speakers placed in the classroom to benefit all students with the amplified voice of the speaker. Loop Systems: Uses a cable that circles the listening area. The presenter speaks into a microphone and the students receive the signal through specially equipped hearing aids. Communication Access Realtime Translation (CART): Through the use of a CART machine all spoken text is recorded. This allows the students to participate in all of the speech of the room not just the speech of the teacher.
- 7. Steps to Implementing an Assistive Technology Plan 1. Collect information from the student about strengths, abilities, and things they already use. 2. Plan out what activities you would like to use assistive technology with 3. Find observable and attainable goals 4. Brainstorm an assistive technology plan 5. Test out your plan in the classroom. Remember to give the plan time for the student to learn the system. 6. Evaluate how successful the plan was.
- 8. Sources American Speech-Language-Hearing Association http://www.asha.org/public/hearing/hearing- assistive-technology-for-children/ http://www.asha.org/public/hearing/treatment/assist_tech.htm Kids Health: What is ADHD? http://kidshealth.org/parent/medical/learning/adhd.html Kids Health: Hearing Evaluation in Children http://kidshealth.org/parent/general/eyes/hear.html Eric Digest: Assistive Technology for Students with Mild Disabilities: Update 2002 http://www.ericdigests.org/2003-1/assistive.htm
- 9. Sources Continued Psych Central: Classroom Adaptations for ADHD Students http://psychcentral.com/lib/classroom-adaptations-for-adhd-students/0003545 Smart Kids with LD: Note-Taking Technology for Students with LD and ADHD http://www.smartkidswithld.org/guide-to-action/at-tool-kit/note-taking-technology-for-students-with-ld- and-adhd The California Ear Institute: Classroom Assistive Listening Devices http://www.californiaearinstitute.com/hearing-device-center-listening-device-classroom-bay-area.php