Assistive technology presentation
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This document discusses assistive technology and its uses in education for students with special needs. It explains that students struggling in school due to learning disabilities, ADHD, autism or other challenges may qualify for an Individualized Education Program (IEP) and the supports included in an IEP, such as assistive technology. Assistive technology can help students with learning disabilities leverage their strengths and compensate for specific learning problems. While assistive technology cannot cure learning disabilities or guarantee the same benefits for all users, it can minimize how much help students need, improve work speed and accuracy, reinforce classroom instruction, and motivate students to set goals.
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ASSISTIVE AND ADAPTIVE TECHNOLOGY IN INCLUSIVE EDUCATION
This document discusses assistive technology (AT) in inclusive education. It defines AT as devices that help students with disabilities function better. The document outlines different types of AT for mobility, visual, hearing, communication, and vocational impairments. It also discusses strategies for implementing AT, such as ensuring availability, accessibility, affordability and adaptability. Barriers to AT include lack of awareness, resources, funding and services. The role of teachers is to understand students' needs, implement AT appropriately, and help students practice using devices to increase independence.
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This document discusses the challenges of teacher education in the 21st century in light of inclusive education. It begins with introducing the concepts of children with special needs and inclusion. Some key challenges identified include the lack of focus on special education in university curriculum and teacher training programs. There is also a shortage of special educators and resource teachers in Chhattisgarh, India where data shows about 65,000 school-aged children with disabilities but less than 200 resource teachers. The document argues that teacher education needs interventions like curriculum modification, pre-service teacher training, and involvement of special educators to effectively support the growing number of children with special needs in the region.
Major institutions of educational technology in india
Major institutions of educational technology in indiaThe Gandhigram Rural Institute (Deemed to be University)
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The document discusses inclusive education and defines it as a process that increases participation of all students in mainstream schools, regardless of physical, mental, social, or other challenges. It notes that inclusive education aims to include students who have been excluded from education for any reason. The concepts of integrated education and mainstreaming are introduced as well, with integrated education involving placement of disabled students in regular classrooms with some supports, while mainstreaming involves educating special needs students in regular classes for some time periods based on skills. The key difference between integrated and inclusive education is that inclusive education is a broader concept that aims to include all students through appropriate planning and supports within mainstream schools.
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This document discusses the challenges of teacher education in the 21st century in light of inclusive education. It begins with introducing the concepts of children with special needs and inclusion. Some key challenges identified include the lack of focus on special education in university curriculum and teacher training programs. There is also a shortage of special educators and resource teachers in Chhattisgarh, India where data shows about 65,000 school-aged children with disabilities but less than 200 resource teachers. The document argues that teacher education needs interventions like curriculum modification, pre-service teacher training, and involvement of special educators to effectively support the growing number of children with special needs in the region.
Major institutions of educational technology in india
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- Adaptive technology refers more broadly to any technology designed to be usable by anyone, including those with disabilities or limitations. It aims to make technology accessible to all.
- The main difference is that assistive technology provides additional functionalities for people with disabilities, while adaptive technology modifies existing technologies to improve usability for a wider range of people, including those without disabilities.
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1) Assistive technology refers to devices that help students with disabilities perform tasks by assisting, adapting situations, or rehabilitating them.
2) The goal of assistive technology is to give students greater independence.
3) When finding assistive technology, involve everyone who interacts with the student weekly, include the student, and be prepared to try multiple options.
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- Digital learning allows students more control over their learning and helps them grasp concepts more quickly through innovative teaching methods.
- Companies like Byju's provide digital learning apps and resources that have grown tremendously in popularity. Byju's founder started by tutoring friends and saw demand grow significantly.
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- Assistive technology refers to devices that help people with disabilities perform tasks that might otherwise be difficult or impossible. It can include things like wheelchairs, hearing aids, or software that reads text aloud.
- Adaptive technology refers more broadly to any technology designed to be usable by anyone, including those with disabilities or limitations. It aims to make technology accessible to all.
- The main difference is that assistive technology provides additional functionalities for people with disabilities, while adaptive technology modifies existing technologies to improve usability for a wider range of people, including those without disabilities.
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Assistive technology can help all students learn by increasing, maintaining, or improving their functional capabilities. There are various devices, equipment, website and software modifications that provide accessibility for students with disabilities. Teachers should be aware of communication devices, computer access devices, electronic aids for daily living, and mounting devices that can modify technology. Website developers can adjust access through guidelines to accommodate various disabilities. Software also provides accessibility features and Microsoft Office offers programs like word prediction and talking word processors.
ICT for instruction ( information and Communication Technologies)
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The document discusses how assistive technology helps students with learning disabilities and other impairments achieve success in the classroom. It explains that assistive technology allows teachers to better instruct and include these students, as well as monitor their progress. Laws like the Technology-Related Assistance for Individuals with Disabilities Act aim to enhance the availability and quality of assistive technology devices and services for all students.
A Power Point on Assistive Technology in Education
This document discusses assistive technologies that can help students with disabilities access education. It defines assistive technology as any item that helps individuals with disabilities function. Examples of assistive technologies are provided for different types of impairments, such as hearing aids, screen reading software, and adapted keyboards. The document emphasizes that assistive technologies allow students to participate in learning and social activities. Schools should understand why assistive technologies are important in the classroom to eliminate barriers and set up inclusive environments for students. Laws like the IDEA and Tech Act support making assistive technologies available to improve the education of students with disabilities.
Integrating Technology in a Special Education Classroom
Kelly Mott teaches 4th grade at East Elementary School in Greenville, PA. She uses various technologies in her classroom including a SmartBoard, scanner, multimedia mouse, phonetic ear, Turning Point student response system, iPod, and a classroom website. She finds that these technologies help engage students and reinforce lessons. On her classroom website, she shares resources with students, parents, and other teachers and showcases student work including podcasts, stories, and a read aloud CD.
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Assistive technologies for students with special needs
Assistive technologies for students with special needs
A Power Point on Assistive Technology in Education
A Power Point on Assistive Technology in Education
Integrating Technology in a Special Education Classroom
Integrating Technology in a Special Education Classroom
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Assistive Technology Presentation
The document discusses assistive technology for students with special needs. It defines special needs as including learning disabilities, developmental delays, and behavioral issues. An Individualized Education Plan (IEP) provides customized education for students with special needs. Assistive technology can range from low-tech options like pen and paper to high-tech devices like specialized computers. It is important to choose the appropriate assistive technology to help each student reach their educational goals.
Assistive technology resources
This document discusses assistive technology and resources that can help students with special needs. It explains that assistive technology includes devices and services that help maintain or improve students' functions. Teachers, psychologists, and parents should work as a team to identify the right assistive technology solutions for each student. The document provides a 6-step process for finding solutions and lists several resources on topics like hearing impairment, visual aids, ADHD strategies, and assistive technology tools and examples.
Casey Hampton Assistive Technology Presentation
The document discusses assistive technology (AT), which refers to devices that help individuals with disabilities function independently. It provides examples of AT tools that aid those with conditions like ADHD, auditory disabilities, and reading/writing difficulties. Low-tech options are also suggested. Developing individualized education plans and conducting proper AT assessments are important for identifying effective solutions and integrating them into the classroom. The overall goal of AT is to support students' educational achievement and independence.
Assistive technology webquest
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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This document discusses resources and instructional practices for differentiating lessons for students with disabilities. It provides three examples of assistive technologies that can benefit students with auditory or ADHD disabilities: TodaysMeet, a back channeling tool that allows students to type responses; fidget tools to help students with ADHD focus tactilely; and a resource with examples of technologies for different disabilities. Effective differentiation requires individualizing content, processes, and products for students daily based on their needs.
Assistive Technology Presentation
This document discusses resources and strategies for teachers to assist students with special needs. It defines key terms like assistive technology, inclusion, IEP, and LRE. Services are usually provided in regular classrooms, with resources rooms and self-contained classrooms also used in some cases. Suggested resources include school counselors, psychologists, and informative websites. Recommended learning strategies include breaking lessons into smaller steps, providing feedback, and using diagrams. The document also discusses assistive technology options for different disabilities.
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This document discusses assistive technology and additional supports for students with special needs. It defines special education, the Individuals with Disabilities Education Act, and the collaboration process involving parents, teachers, and other professionals to develop Individualized Education Programs. Assistive technology is an important part of IEPs and goals, and can include devices, equipment, software, and apps to help students with disabilities improve functional capabilities. Examples are provided for students with ADHD, auditory disabilities, and mild learning disabilities in reading and writing. Additional supports like environmental adaptations, visual teaching strategies, modeling, and clear goal-setting are also recommended.
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Inclusion classrooms aim to educate students with disabilities alongside their non-disabled peers. This document provides tips and resources for teachers working with students who have special needs in inclusive classrooms. Research shows inclusion can benefit all students by increasing achievement and fostering relationships. The teacher's role is to utilize assistive technologies and differentiated instructional strategies to help each student learn to the best of their ability. A variety of technologies exist to aid students with disabilities like ADHD, auditory impairments, or mild learning disabilities. The goal is for students to have the most similar educational experience as possible in the least restrictive environment.
Assistive technology presentation
Teachers have options like specialized seating, written schedules, and gum chewing to help students with ADHD focus, as well as technology that uses brain waves to control computer scenarios; they also have transcription services, accessible materials, and audio
Assistive technology presentation
The document discusses resources a teacher can use to differentiate instruction for students with various needs in their classroom. The teacher has students diagnosed with ADHD, one with an auditory disability requiring special devices, and some with mild learning disabilities impacting reading and writing. For the students with ADHD, the document recommends both high-tech options like brain-wave monitoring technology, as well as low-tech strategies like designated seating and written schedules. For the student with an auditory disability, high-tech options include personal FM systems and soundfield systems, while low-tech includes translation services. For students with mild learning disabilities, high-tech options include word processing software and audio books, while low-tech includes graphic organizers and highl
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This document discusses assistive technology resources that can help support students with special needs in inclusive classroom environments. It defines key terms like IEPs and least restrictive environments. It also explains universal design for learning and how technology and customized teaching methods can help all students reach their potential. Examples are given of hearing aids and reminder devices that can assist students with hearing impairments or ADHD. The document stresses that teachers should avail themselves of online resources and collaborate with other educators to find ways to support students' needs.
McDowell.assistive.technology
This document provides resources and strategies for teachers to meet the needs of all students, including those with special needs or disabilities. It defines key terms like IEP, inclusion, and assistive technology. It explains that students must be served in the least restrictive environment. The document recommends research-based learning strategies and lists low- and high-tech assistive technologies to support different disabilities. Overall, it aims to help teachers develop an understanding of special needs students and identify resources to ensure all students' needs are met.
Assistive technology in the classroom
This document discusses assistive technology in the classroom. It defines assistive technology as any device that helps disabled children learn and function more effectively, including over 4,000 technologies designed for students and teachers. Examples provided include hearing aids, screen magnifiers, voice recognition software, and technologies that allow severely disabled students to control computers with their eyes. The document notes that assistive technology cannot cure learning issues but can help students work around challenges. It discusses how assistive technology can help students work more quickly/accurately and navigate routines. Public schools may provide assistive technology if a student qualifies for an IEP/504 plan.
M6 Assistive Technology WebQuest
Working with students with special needs can be both rewarding and frustrating as their needs vary. However, assistive technologies now help address this by providing individualized support and preventing restrictive learning environments. Examples include Individualized Education Programs that personalize goals and support, inclusion by educating special needs students alongside others, and assistive technologies that maximize learning abilities while participating in regular classrooms as much as possible. Links are provided with information and examples of assistive technologies for various disabilities.
Assistive Technology Presentation
This presentation discusses assistive technology and resources that can enhance the educational experience of students with special needs. It defines assistive technology and explains how schools are required to consider assistive technology accommodations in a student's Individualized Education Program. Examples of assistive technology are provided for different disabilities in areas like hearing, mobility, reading, and writing. Common instructional strategies and types of augmentative and alternative communication are also outlined.
MEMORANDUMTo Jan Powell, Principal (Autism Pro.docx
MEMORANDUM
To: Jan Powell, Principal (Autism Program), Riverside County Office of Education
From: Maggie Berganza, Instructional Assistant, Jurupa Readiness Preschool
Date: August 18, 2013
Subject: iPad for Jurupa Readiness (Autism Program) Proposal
Riverside County Office of Education provides Special Education programs where students
develop their capabilities needed to expand. Early intervention through educational programs is
essential for children with Autism. At Jurupa Readiness Preschool we strive to prepare the
children to improve in their behavior, learning and communication skills as well as their social
development. Through the years innovative technology has increased and has become a part of
almost every individuals life. Technology has been presented and applied into children’s lives
outside; and at times, inside of schools. Research demonstrates that an iPad can be an excellent
communication and learning tool for autistic children.
The following proposal was written by Maggie Berganza, an Instructional Assistant at Jurupa
Readiness Preschool (Autism program). The purpose of this proposal is to solicit an iPad for the
Jurupa Readiness classroom; which would be implemented as a learning tool, a communication
tool and a positive reinforcer for the children. Take the time needed to review the enclosed
information. If there are any questions or comments related to the proposal, please contact
Maggie Berganza. Your involvement is appreciated.
1
iPAD FOR JURUPA READINESS
(AUTISM PROGRAM)
PREPARED BY:
Maggie Berganza
Instructional Assistant
Jurupa Readiness Preschool
PREPARED FOR:
Jan Powell
Principal for Autism Program at Jurupa Readiness Preschool
Riverside County Office of Education
Proposal Written On: August 18, 2013
2
ABSTRACT
This document contains a proposal written for Jan Powell, Principal of Jurupa Readiness
Preschool from the Riverside County Office of Education. The information in this document
examines the iPad features and applications that can be used to assist children with disabilities.
The Common Core State Standards states that children can be assisted by technology to meet
learning requirements. The problem is that it can be difficult to teach children with Autism in a
single way, since Autism varies by individual. The iPad can be an essential tool to motivate
children in learning, communication and behavior. The iPad can replace all other intimidating
methods, making learning an easy fun experience. The proposal describes a few of the features
and applications the iPad offers children with disabilities. Included is a chart where the reader
can compare features and it’s functions. In the document there are testimonials of children that
have used the iPad and have improved in some way. Finally, costs and conclusion are displayed
to have the proposal be considered for Jurupa Readiness Preschool.
3
TABLE OF CONTENTS .
Assistive Technology Presentation
The document discusses assistive technologies that can help students with disabilities access education. It begins by explaining laws like the Individuals with Disabilities Education Act that require schools to provide educational assistance and accommodations. It then outlines categories of assistive technologies and specific devices that can help students with disabilities in areas like academics, communication, vision, and hearing. Examples provided include Kindles, speech-to-text software, and magnifiers. The document emphasizes that assistive technologies promote independence and allow students to meet goals defined in individualized education programs.
ITEC 7530 JMOSS
The presentation discusses assistive technology for students with special needs. It defines assistive technology as tools used by individuals with disabilities to perform functions that may otherwise be difficult. The presentation outlines technologies that can help different types of students, including those with ADHD, auditory disabilities, and mild disabilities. It suggests technologies like computer software, brain training games, voice recognition software and screen magnifiers for ADHD students, and notes strategies like simplifying instructions and providing written notes for auditory disabled students. The presentation emphasizes the importance of understanding student needs, finding the right technology to meet those needs, and sharing findings with others.
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Assistive technology presentation
- 1. ASSISTIVE TECHNOLOGY IN EDUCATION Created by Claudia Reyes-Garcia
- 2. WHO NEEDS AN INDIVIDUALIZED EDUCATION PROGRAM (IEP)? A child who has difficulty learning and functioning and has been identified as a special needs student is the perfect candidate for an IEP. http://kidshealth.org/parent/positive/learning/iep.html
- 3. Kids struggling in school may qualify for support services, allowing them to be taught in a special way, for reasons such as: learning disabilities attention deficit hyperactivity disorder (ADHD) emotional disorders cognitive challenges autism hearing impairment visual impairment speech or language impairment developmental delay http://kidshealth.org/parent/positive/learning/iep.html
- 4. IS CHILD-CENTERED AND CHALLENGES THE LEARNERS TO USE CRITICAL AND CREATIVE THINKING, TO PARTICIPATE ACTIVELY IN THE LEARNING PROCESS USING THE WHOLE OF THEIR BODIES AND ALL THEIR SENSES, AND TO MAKE THEIR OWN DISCOVERIES. http://www.valleypreprimary.co.za/curriculum.html THE LEARNING PROGRAM
- 6. Learning disabilities do not go away with time. However, assistive technology can help children with learning disabilities leverage their strengths and work around or compensate for specific learning problems. These supports can be key to helping users become more independent in school and throughout life—on the job and in activities for daily living. (http://www.ncld.org/students- disabilities/assistive-technology-education)
- 8. ASSISTIVE TECHNOLOGY CAN: minimize the extent to which individuals with LD need to ask for help (enabling them to be more independent learners) improve the speed and accuracy of work reinforce effective classroom instruction and strengthen skill development help students to 'fit in' with classroom learning and routines motivate students with LD to set high goals for themselves and to persevere
- 9. ASSISTIVE TECHNOLOGY CANNOT: compensate for ineffective teaching make a learning disability go away be expected to provide the same benefits to different users automatically promote positive attitudes toward learning
- 16. DECIDING WHICH APPLICATIONS ARE BEST FOR YOU… Here are some great questions to guide your decision-making, adapted from a wonderful resource titled Assistive Technology Guide, which is available at GreatSchools.net. What specific needs would you like to be addressed by this tool? What are the student's strengths? How interested (and motivated) is the student in using assistive technology? Where will the tools be used? (home, school, social settings) Will this tool be needed for use in more than one place?
- 17. DECIDING WHICH APPLICATIONS ARE BEST FOR YOU… How easy is this application to learn and to operate? How reliable is it? How well does it work in combination with other technologies? What kind of technical support does the manufacturer offer? What local support will you need to make sure things are working well?