This document defines assistive technology and provides examples of assistive technologies that can help students with various disabilities. Assistive technology is defined by IDEA 2004 as any item or piece of equipment that helps a student with a disability improve their functional abilities. The goal of assistive technology is to help students communicate, perform academic tasks, and participate in activities. Examples provided include FM systems and portable word processors for learning disabilities, refreshable Braille displays for visual impairments, and adapted joysticks for physical impairments. Laws like IDEA 2004 require schools to consider assistive technology needs and provide needed technologies.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Presentation given by Jonathan Hassell (Head of Audience Experience & Usability) and Robin Christopherson (Head of Accessibility Services, AbilityNet) at Internet 2010, London in 2010.
Covers: how many people in the UK are still unconnected from the internet, and how 25% fewer disabled people are using the internet than the general population; what the reasons for this lag in usage by disabled people might be (and definitely are not); how use of assistive technologies in the UK is much lower than the expected percentages (from Microsoft Forrester research in 2003); how My Web My Way (bbc.co.uk/accessibility) provides information on assistive technologies and browser/OS accessibility settings to help disabled people; how website personalisation technologies can help all users (no matter how contradictory their needs) get a better user-experience; how the BBC ATK is aiming to provide these features on bbc.co.uk
This is a Powerpoint presentation about the use of assistive technology(AT) devices and services in the field of education. It defines assistive technology, describes the laws regarding AT in education, and provides examples of AT used in classrooms today for a variety of different disabilities.
This presentation is a class project for ED 505 about the various forms of Assistive Technology used in classrooms and how it benefits students with disabilities.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What is Assistive Technology?
The Individuals with Disabilities Education Improvement Act of 2004 (also called
IDEA 2004), defines Assistive Technology as:
“Any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized, that is used to increase,
maintain, or improve functional capabilities of a child with a disability.”
Assistive technology can range from low-tech to high-tech a meet a variety of
needs for students with disabilities.
3. What is assistive technology
Assistive technology can also be defined as any device or service that helps a
student with a disability meet his or her individualized education program’s goals
and participate in the general education setting to the greatest extent.
The goal of assistive technology is to improve functional performance of
individuals with disabilities while helping them to:
• Communicate
• Perform academic tasks
• Participate in social or extracurricular activities
• Move or travel independently around school
4. Assistive technology services
Assistive technology service is defined as “any
service that directly assists a child with a disability
in the selection, acquisition, or use of an assistive
technology device.”
-IDEA 2004
5. laws regarding assistive technology
The IDEA of 2004 is the most important set of laws and guidelines in place to deal
with assistive technology in the educational setting.
IDEA requires IEP (Individualized Education Plan) teams to “consider assistive
technology needs of all children with disabilities.”
If the team determines that a form of assistive technology is needed to help a
student meet his or her education goals, it must be provided for the student,
without cost to the student’s family.
Cost to the school district cannot be used to deny student access to assistive
technology.
6. IDEA 2004 also mandates training
IDEA requires schools to provide assistive technology training for
teachers, paraprofessionals, families, and children.
This training helps to insure that the assistive technologies are
properly maintained and used in the ways intended to help a
student meet his or her individualized education goals.
8. Assistive technologies for hearing impairment
There are many assistive technology devices available to students who have
hearing impairments.
These devices can be used to help students amplify the teacher or speaker’s
voice, block out background noise in a noisy classroom, and better participate in
conversations.
Personal FM systems (Frequency Modulated Radio Transmission) can be used in
class or at home. The speaker wears a microphone that transmits to the student’s
personal device, either through headphones, or special devices that transmit the
amplified sound to coils in a hearing aid.
Personal FM systems have been proven successful in helping students with
hearing impairments focus and hear better in the classroom.
9. Personal FM Devices
• Speaker wears the
microphone device.
• Student can wear the
neckloop, which
transmits amplified
sound to coils in hearing
aids, or the headphone
receiver.
Amigo Brand
FM devices
10. Assistive technology for vision impairment
Assistive technology helps students with visual impairments increase
their access to general curriculum and improve academic
performance.
The goal of assistive technology for visual impairments is to provide
greater independence in the classroom, both in academics and
interactions with the teacher and peers.
One example of AT for visual impairments includes a refreshable
Braille display.
11. Refreshable Braille Display
• Refreshable Braille displays
are electronic devices that
connect to computers or
tablets to produce tactile
Braille output from what is
shown onscreen.
• Braille displays are
connected via USB or serial
cable, and produce Braille
output with small plastic or
metal pins that move up
and down to display Braille
text characters for the
reader.
12. Assistive technology for learning disabilities
Many types of assistive technologies are available for students who struggle with learning
disabilities.
Assistive technologies can aid in listening skills, math, organization and memory, reading
and writing.
AT for learning disabilities can help to compensate for deficient areas to help with student
learning, confidence, and independence.
Portable word processors are a type of assistive technology that can make a difference to
students with learning disabilities, allowing them to capitalize on strengths and bypass or
strengthen areas of difficulty.
13. Portable word processor
• Portable word processors are easy to
transport for students who have
trouble writing and editing work by
hand.
Neos, Quickpads, and Fushions (shown)
offer a variety of features to students,
such as:
Text-to-speech Abbreviation
expansion
Spelling practice Easy organization
Keyboard instruction Printing
Calendar
Math practice
14. Assistive technologies for physical impairments
Computer use can increase independence in the classroom, and help students to learn at
their maximum potential.
However, many physical disabilities can make movement, especially classroom and
computer use very difficult.
Assistive technologies have been developed to help students with disabilities have better
access to computers.
Adaptive joysticks can be used to move the cursor on the computer screen. Joysticks can
be moved with parts of the body other than the student’s hands, such as their head or
neck. FaceMouse is an interactive software that is programmable so that students could
use their head, neck, and facial expressions to act as a joystick.
15. Adapted joystick
• Joysticks offer different
types of control, and
respond to the distance
and speed of the user.
• Buttons can be
programmed to meet
individual needs.
• Some joysticks work with
software created
especially for that type
of input device.
The Rock ™
16. Resources
Assistive Technology - Wrightslaw. (n.d.). Retrieved March 28, 2015, from
http://www.wrightslaw.com/info/atech.index.htm
Assistive Technology: An Overview. (n.d.). Retrieved March 28, 2015, from
http://iris.peabody.vanderbilt.edu/module/at/cr_assess/#content
Assistive Technology for Kids with Learning Disabilities: An Overview. (n.d.). Retrieved
March 28, 2015, from http://www.readingrockets.org/article/assistive-
technology-kids-learning-disabilities-overview
17. Resources
Fusion Features. (n.d.). Retrieved March 28, 2015, from
http://www.writerlearning.com/special-needs/fusion-features.php
IntroducingAlta2. (n.d.). Retrieved March 28, 2015, from
http://www.oticon.com/products/wireless-accessories/amigo-fm/
Portable Word Processors. (n.d.). Retrieved March 28, 2015, from
http://www.greatschools.org/special-education/assistive-technology/961-portable-word-
processors.gs?content=961
18. Resources
Refreshable Braille Display. (n.d.). Retrieved March 28, 2015, from
http://www.afb.org/info/living-with-vision-loss/for-job-seekers/careerconnect-virtual-
worksites/retail-worksite-for-blind-users/refreshable-braille-display-3652/12345
Rock™. (n.d.). Retrieved March 28, 2015, from http://www.ablenetinc.com/Assistive-
Technology/Computer-Access/Rock-Adapted-Joystick
8 Helpful Assistive Technology Tools For Your Classroom. (2013, May 15). Retrieved
March 28, 2015, from http://www.teachthought.com/technology/8-helpful-assistive-
technology-tools-for-your-classroom/
19. Resources
Tech it Out! - Intellectual Disabilities & Developmental Delay. (n.d.). Retrieved March
28, 2015, from https://sites.google.com/site/at4idanddd/home/helping-hands
