This document discusses assistive technology and its uses for students with disabilities. It defines assistive technology as devices that help people with disabilities perform tasks. Assistive technologies can be low-tech, like communication boards, or high-tech, like specialized computers. They help students work more independently in school. An Individualized Education Program (IEP) determines what instructional supports a student needs. The document provides examples of different assistive technologies and how they can help students in areas like writing, math, and communication. It also discusses considerations for choosing appropriate assistive technologies.
A Power Point on Assistive Technology in Educationcolleenvaccaro
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.
This presentation discusses assistive technology and its uses for students with disabilities. It defines assistive technology as any equipment, software, or product that helps individuals with disabilities maintain or improve their functional abilities. The Individuals with Disabilities Education Act governs how states provide services to children with disabilities from birth to age 21. Assistive technologies can help students with learning and attention issues, work around challenges while emphasizing strengths, and improve success, confidence, and independence. Examples of assistive technologies that address different learning challenges are also provided.
This document discusses assistive technology and how it can benefit students with disabilities in the classroom. It defines assistive technology as any device or service that helps a student meet their education goals. Examples provided include FM systems to help students with hearing impairments, screen magnifiers for visual impairments, word prediction software for learning disabilities, and single-switch access for physical disabilities. The document also covers the legal aspects of assistive technology and how it is mandated through laws such as IDEA.
This document discusses assistive technology (AT), including its definition, history, types of devices, funding sources, role of ethics, and how it should be incorporated to benefit students with disabilities. AT is defined as any item or piece of equipment used to increase the functional abilities of individuals with disabilities. The evolution of AT is described, from informal use in the 1970s to its formal definition and legislation in the 1980s and 1990s mandating its consideration in education. The assistive technology continuum categorizes devices as no-tech, light-tech, or high-tech. School districts are primarily responsible for AT funding, while other sources include Medicaid, private insurance, and charitable organizations. Ethics standards set by organizations like RESNA
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Assistive technology allows children with disabilities to focus on their strengths and succeed in the classroom by reducing barriers to their education. Laws such as the ADA and IDEA govern assistive technology to ensure equality for children with special needs. There are many types of assistive technology that can aid those with physical, sensory, or learning disabilities. Examples include screen magnifiers, hearing aids, speech recognition software, and devices that allow alternative access to computers for those unable to use standard keyboards or mice. When developing IEPs, assistive technology should be considered to help each child achieve.
This document discusses adaptive and assistive technologies that can benefit various types of students. It describes technologies that can help students with physical difficulties, such as the intellikeys keyboard and SmartNav 4. Technologies are also discussed for students with cognitive difficulties, such as the Dragon speech recognition software and BoardMaker modification tool. Students with sensory impairments can be assisted by tools like the MAGic screen magnification software and FM amplification systems. The document also outlines technologies for at-risk, gifted and talented students, such as the ClassMate Reader, Kidspiration graphic organizer, ABCya! word clouds, and Storybird writing tool.
A Power Point on Assistive Technology in Educationcolleenvaccaro
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.
This presentation discusses assistive technology and its uses for students with disabilities. It defines assistive technology as any equipment, software, or product that helps individuals with disabilities maintain or improve their functional abilities. The Individuals with Disabilities Education Act governs how states provide services to children with disabilities from birth to age 21. Assistive technologies can help students with learning and attention issues, work around challenges while emphasizing strengths, and improve success, confidence, and independence. Examples of assistive technologies that address different learning challenges are also provided.
This document discusses assistive technology and how it can benefit students with disabilities in the classroom. It defines assistive technology as any device or service that helps a student meet their education goals. Examples provided include FM systems to help students with hearing impairments, screen magnifiers for visual impairments, word prediction software for learning disabilities, and single-switch access for physical disabilities. The document also covers the legal aspects of assistive technology and how it is mandated through laws such as IDEA.
This document discusses assistive technology (AT), including its definition, history, types of devices, funding sources, role of ethics, and how it should be incorporated to benefit students with disabilities. AT is defined as any item or piece of equipment used to increase the functional abilities of individuals with disabilities. The evolution of AT is described, from informal use in the 1970s to its formal definition and legislation in the 1980s and 1990s mandating its consideration in education. The assistive technology continuum categorizes devices as no-tech, light-tech, or high-tech. School districts are primarily responsible for AT funding, while other sources include Medicaid, private insurance, and charitable organizations. Ethics standards set by organizations like RESNA
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Assistive technology allows children with disabilities to focus on their strengths and succeed in the classroom by reducing barriers to their education. Laws such as the ADA and IDEA govern assistive technology to ensure equality for children with special needs. There are many types of assistive technology that can aid those with physical, sensory, or learning disabilities. Examples include screen magnifiers, hearing aids, speech recognition software, and devices that allow alternative access to computers for those unable to use standard keyboards or mice. When developing IEPs, assistive technology should be considered to help each child achieve.
This document discusses adaptive and assistive technologies that can benefit various types of students. It describes technologies that can help students with physical difficulties, such as the intellikeys keyboard and SmartNav 4. Technologies are also discussed for students with cognitive difficulties, such as the Dragon speech recognition software and BoardMaker modification tool. Students with sensory impairments can be assisted by tools like the MAGic screen magnification software and FM amplification systems. The document also outlines technologies for at-risk, gifted and talented students, such as the ClassMate Reader, Kidspiration graphic organizer, ABCya! word clouds, and Storybird writing tool.
Assistive Technology and Special Education StudentsTina Johnson
The document discusses assistive technologies that can help students with disabilities participate and learn in the classroom. It recommends teachers follow steps to identify students' needs, brainstorm assistive technology solutions, try out technologies, and evaluate their effectiveness by making adjustments through the Individualized Education Program process. Common assistive technologies include visual aids, communication devices, study tools, and audio books, which benefit students with visual, communication, attention, and learning disabilities. The document stresses the importance of assistive technologies in providing students with disabilities access to an enriching academic environment.
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.
This document discusses assistive technology and provides definitions and examples. It defines assistive technology as devices that help individuals with disabilities and the process of selecting these devices. Examples are given for physical, cognitive, and sensory impairments. The Individualized Education Program process and federal laws like IDEA that mandate consideration of assistive technologies are overviewed. The document also lists various assistive technology resources and journals.
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.
Assistive technology refers to devices and services that help individuals with disabilities overcome challenges. It allows students to communicate, perform academic tasks, and access materials based on their individual needs. Assistive technology comes in low, medium, and high-tech forms to aid those with hearing, visual, physical, and learning disabilities. Examples include hearing aids, screen readers, wheelchairs, and speech recognition software. The Assistive Technology Act of 2004 defines assistive technology and requires schools to provide needed devices and services.
This document defines assistive technology and discusses its use in education. It outlines that assistive technology includes any device or service that helps people with disabilities function better. Assistive technology is divided into services and devices according to IDEA. The SETT framework and PECS system are also introduced as tools to determine appropriate assistive technologies. Examples of low, mid, and high-tech devices are provided for writing, hearing, and other impairments. Relevant laws and resources are cited.
This document provides an overview of various types of assistive technologies for people with disabilities. It describes motorized wheelchairs that provide freedom and independence of movement outdoors. It also mentions adaptive utensils with foam tubing handles for easier gripping. Special toilet seats and grab bars are listed under self-care aids. The document outlines past international conferences on computers for disabled persons and various human-computer interface options. It details features of adjustable beds and different models. Accessories for vans that transport wheelchairs are presented. Driving hand controls allow many to drive again. Stair lift chairs, both indoor and outdoor models, are examined. Computer hardware and interfaces tailored for switch access are highlighted. Wheelchair mounting systems that
Assistive technology for disabled studentschamb1he
This presentation introduces various assistive technologies that can help disabled students learn, including technologies for students with learning disabilities, visual or hearing impairments, or autism. Example technologies described are writing tools, talking calculators, audio books, screen readers/magnifiers, Braille keyboards, and sound field systems. The presentation emphasizes the importance of considering each student's individual needs when selecting assistive technologies to help them succeed.
The document provides an overview of assistive technology and how it can help students with various disabilities. It defines assistive technology as any device or service that helps individuals with disabilities function better. The document then describes several examples of assistive technologies and how they can benefit students with physical, sensory, or learning disabilities. It explains technologies like alternative keyboards, screen readers, speech recognition software, and assistive listening devices. Strategies for using different technologies in the classroom are also outlined.
Assistive technology can improve the functional abilities of students with disabilities. The document categorizes assistive technology by function, including access and environmental controls, augmentative communication, computer-based instruction, mobility, positioning, and visual aids. Examples are given for each category, such as switches and adapted keyboards for access and environmental controls, and communication software and picture boards for augmentative communication. The document provides an overview of different types of assistive technology that can support students with disabilities.
Assistive technology refers to devices and services that help students with disabilities function in the classroom and meet goals in their IEPs. Assistive technology includes devices that increase functional capabilities as well as services that help select, acquire, and train students to use devices. Laws like IDEA and the Tech Act require schools to provide assistive technology and define assistive technology devices and services. Examples of assistive technology for different disabilities include screen readers for visual impairments, variable speed tape recorders for learning disabilities, and head tracking systems for physical impairments.
This document discusses assistive technology and its importance for students with disabilities. It defines assistive technology as any equipment or device that helps people with disabilities complete tasks. Assistive technology can range from simple tools to complex electronic devices. Laws like the Individuals with Disabilities Education Act require schools to consider assistive technologies for students with disabilities. Examples of assistive technologies discussed include hearing aids, braille keyboards, iPad applications, and wheelchairs. The document emphasizes that assistive technologies enable people with disabilities to learn and function.
Assistive technologies for students with special needsrpittma12
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.
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.
The presentation describes Assistive Tech for People With Disabilities.
There is no doubting the powerful role that technology has played and will continue to play in changing the world in which we live. People with disabilities meet barriers of all types in their day to day life.
However, technology is helping to lower many of these barriers. Overall, technology aims to allow people with disabilities to participate more fully in all aspects of life (home, school and community) and increases their opportunities for education, social interactions, and potential for meaningful employment. Therefore creating greater independence and control among disabled individuals.
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.
This document discusses special education and the challenges for educators. It covers what special education entails, legal directives regarding assistive technology, and trends showing more students requiring special education services. The document also outlines challenges around universal design and inclusion. Finally, it discusses various technology integration strategies for different types of special education students to help address their needs through assistive technologies, software, and adaptive devices.
Adaptive technology refers to equipment or products designed to help people with physical disabilities perform tasks that might otherwise be difficult or impossible. This can include both low-tech and high-tech devices to aid those with visual, hearing, mobility, learning and other impairments. Examples provided include speech output software for the blind, enlarged screens and keyboards for low vision users, and alternative input devices for those with limited mobility. The goal of adaptive technology is to increase independence for people with disabilities.
- 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.
Assistive Technology and Special EducationTina Johnson
This document discusses assistive technologies that can help students with disabilities participate and learn in the classroom. It outlines steps teachers should take to identify students' needs and try assistive technologies like communication boards, audiobooks, and visual aids. The most common assistive technologies address problems with mobility, communication, vision, and hearing. While many students who need assistive technology do not receive it, teachers should work with parents and specialists to incorporate the proper technologies into each student's individualized education plan to support their success.
Assistive Technology use and effectiveness in higher education and the workplaceE.A. Draffan
This was produced for the ClaroLearning Conference - two workshops on the use of various technologies to support learning and various tasks in the workplace - specifically for those with specific learning difficulties including dyslexia.
Assistive Technology and Special Education StudentsTina Johnson
The document discusses assistive technologies that can help students with disabilities participate and learn in the classroom. It recommends teachers follow steps to identify students' needs, brainstorm assistive technology solutions, try out technologies, and evaluate their effectiveness by making adjustments through the Individualized Education Program process. Common assistive technologies include visual aids, communication devices, study tools, and audio books, which benefit students with visual, communication, attention, and learning disabilities. The document stresses the importance of assistive technologies in providing students with disabilities access to an enriching academic environment.
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.
This document discusses assistive technology and provides definitions and examples. It defines assistive technology as devices that help individuals with disabilities and the process of selecting these devices. Examples are given for physical, cognitive, and sensory impairments. The Individualized Education Program process and federal laws like IDEA that mandate consideration of assistive technologies are overviewed. The document also lists various assistive technology resources and journals.
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.
Assistive technology refers to devices and services that help individuals with disabilities overcome challenges. It allows students to communicate, perform academic tasks, and access materials based on their individual needs. Assistive technology comes in low, medium, and high-tech forms to aid those with hearing, visual, physical, and learning disabilities. Examples include hearing aids, screen readers, wheelchairs, and speech recognition software. The Assistive Technology Act of 2004 defines assistive technology and requires schools to provide needed devices and services.
This document defines assistive technology and discusses its use in education. It outlines that assistive technology includes any device or service that helps people with disabilities function better. Assistive technology is divided into services and devices according to IDEA. The SETT framework and PECS system are also introduced as tools to determine appropriate assistive technologies. Examples of low, mid, and high-tech devices are provided for writing, hearing, and other impairments. Relevant laws and resources are cited.
This document provides an overview of various types of assistive technologies for people with disabilities. It describes motorized wheelchairs that provide freedom and independence of movement outdoors. It also mentions adaptive utensils with foam tubing handles for easier gripping. Special toilet seats and grab bars are listed under self-care aids. The document outlines past international conferences on computers for disabled persons and various human-computer interface options. It details features of adjustable beds and different models. Accessories for vans that transport wheelchairs are presented. Driving hand controls allow many to drive again. Stair lift chairs, both indoor and outdoor models, are examined. Computer hardware and interfaces tailored for switch access are highlighted. Wheelchair mounting systems that
Assistive technology for disabled studentschamb1he
This presentation introduces various assistive technologies that can help disabled students learn, including technologies for students with learning disabilities, visual or hearing impairments, or autism. Example technologies described are writing tools, talking calculators, audio books, screen readers/magnifiers, Braille keyboards, and sound field systems. The presentation emphasizes the importance of considering each student's individual needs when selecting assistive technologies to help them succeed.
The document provides an overview of assistive technology and how it can help students with various disabilities. It defines assistive technology as any device or service that helps individuals with disabilities function better. The document then describes several examples of assistive technologies and how they can benefit students with physical, sensory, or learning disabilities. It explains technologies like alternative keyboards, screen readers, speech recognition software, and assistive listening devices. Strategies for using different technologies in the classroom are also outlined.
Assistive technology can improve the functional abilities of students with disabilities. The document categorizes assistive technology by function, including access and environmental controls, augmentative communication, computer-based instruction, mobility, positioning, and visual aids. Examples are given for each category, such as switches and adapted keyboards for access and environmental controls, and communication software and picture boards for augmentative communication. The document provides an overview of different types of assistive technology that can support students with disabilities.
Assistive technology refers to devices and services that help students with disabilities function in the classroom and meet goals in their IEPs. Assistive technology includes devices that increase functional capabilities as well as services that help select, acquire, and train students to use devices. Laws like IDEA and the Tech Act require schools to provide assistive technology and define assistive technology devices and services. Examples of assistive technology for different disabilities include screen readers for visual impairments, variable speed tape recorders for learning disabilities, and head tracking systems for physical impairments.
This document discusses assistive technology and its importance for students with disabilities. It defines assistive technology as any equipment or device that helps people with disabilities complete tasks. Assistive technology can range from simple tools to complex electronic devices. Laws like the Individuals with Disabilities Education Act require schools to consider assistive technologies for students with disabilities. Examples of assistive technologies discussed include hearing aids, braille keyboards, iPad applications, and wheelchairs. The document emphasizes that assistive technologies enable people with disabilities to learn and function.
Assistive technologies for students with special needsrpittma12
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.
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.
The presentation describes Assistive Tech for People With Disabilities.
There is no doubting the powerful role that technology has played and will continue to play in changing the world in which we live. People with disabilities meet barriers of all types in their day to day life.
However, technology is helping to lower many of these barriers. Overall, technology aims to allow people with disabilities to participate more fully in all aspects of life (home, school and community) and increases their opportunities for education, social interactions, and potential for meaningful employment. Therefore creating greater independence and control among disabled individuals.
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.
This document discusses special education and the challenges for educators. It covers what special education entails, legal directives regarding assistive technology, and trends showing more students requiring special education services. The document also outlines challenges around universal design and inclusion. Finally, it discusses various technology integration strategies for different types of special education students to help address their needs through assistive technologies, software, and adaptive devices.
Adaptive technology refers to equipment or products designed to help people with physical disabilities perform tasks that might otherwise be difficult or impossible. This can include both low-tech and high-tech devices to aid those with visual, hearing, mobility, learning and other impairments. Examples provided include speech output software for the blind, enlarged screens and keyboards for low vision users, and alternative input devices for those with limited mobility. The goal of adaptive technology is to increase independence for people with disabilities.
- 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.
Assistive Technology and Special EducationTina Johnson
This document discusses assistive technologies that can help students with disabilities participate and learn in the classroom. It outlines steps teachers should take to identify students' needs and try assistive technologies like communication boards, audiobooks, and visual aids. The most common assistive technologies address problems with mobility, communication, vision, and hearing. While many students who need assistive technology do not receive it, teachers should work with parents and specialists to incorporate the proper technologies into each student's individualized education plan to support their success.
Assistive Technology use and effectiveness in higher education and the workplaceE.A. Draffan
This was produced for the ClaroLearning Conference - two workshops on the use of various technologies to support learning and various tasks in the workplace - specifically for those with specific learning difficulties including dyslexia.
Lessons from the Frontier of Courseware DevelopmentDani Nicholson
This is a presentation I did last week (6/16/16) at the New Media Consortium (NMC) summer conference: The number of ed tech startups and the significant investment in adaptive courseware solutions can remind people of the 1860s gold rush: some prospered, but many failed. In the past two years of developing OpenStax Tutor, the OpenStax team has learned several valuable lessons that can benefit educators, digital courseware providers, and students from making costly miscalculations. Lessons learned and presented are 1) technology with high-quality content and assessment is most valuable; 2) instructor workflow is a highway, not a fork in the road; 3) emergence of data privacy standards can accelerate acceptance of digital courseware; and, 4) it's not about price, it's about value.
This presentation discusses assistive technology that can help students with special needs in the classroom. It defines assistive technology as tools used by individuals with disabilities to perform functions that may otherwise be difficult. The need for assistive technology in K-12 and higher education is explained, noting legal requirements and the percentage of students with disabilities. Specific technologies are presented for students with ADHD, auditory disabilities, and mild disabilities, including software, brain training games, voice recognition, and adaptations for note-taking and writing. The presentation stresses understanding student challenges, using different technologies tailored to individual needs, and measuring student outcomes.
This document discusses learning disabilities and strategies for supporting students with disabilities. It begins by defining learning disabilities and how they impact learning. It then provides recommendations for teachers, such as working with parents and students to understand their needs, learning styles, and available supports. The document outlines Individualized Education Programs (IEPs) and assistive technologies that can help students. It emphasizes the importance of understanding each student's individual needs and challenges and creating an inclusive classroom environment.
Tutorial 07 - Mass Communication on the Internetdpd
This document provides an overview of different types of mass communication on the internet, including mailing lists, newsgroups, RSS feeds, and podcasting. It describes what each type is, how they work, how to find and subscribe to them, and how to post and read content. Mailing lists allow groups of people to communicate via email lists on shared topics. Newsgroups are similar but store posts on servers and don't require individual emails. RSS feeds and podcasts allow following updates from websites through syndication and aggregation software.
This document discusses assistive technology and its use for students with disabilities. It explains that an Individualized Education Program (IEP) identifies goals and support needs for students with special needs. Assistive technologies can help students meet their IEP goals and are described for different disabilities like auditory impairments, attention deficit hyperactivity disorder, and learning disabilities. Examples provided include talking calculators, frequency-modulated amplification systems, optical character recognition, and programmable keyboards. The document concludes with steps for choosing the right assistive technology for a student.
The document discusses the rise of e-learning and its impact on education. It notes that internet technologies can deliver a broad array of learning solutions to enhance knowledge and performance. E-learning using internet technologies is poised to transform education by making it more flexible and accessible. The growth of internet users worldwide and corporate investment in e-learning mean the online education market is expected to experience rapid growth in the coming years.
Multimedia involves incorporating text, graphics, sound, animation and video into an interactive computer-based experience. It allows for a vicarious learning experience through simultaneous presentation of different media rather than sequential. Multimedia can be categorized into streaming stored audio/video, streaming live audio/video, and real-time interactive audio/video. It provides advantages like deep involvement, multi-sensory learning, and individualization but also disadvantages like potential for cognitive overload, lack of structure without interactivity, and being time consuming to create. Distance learning uses multimedia and technologies like video conferencing, chat rooms, and podcasts for flexibility while physically separated, though it comes with disadvantages like lack of social interaction and not all courses being available online.
This document summarizes a study on the assistive technology (AT) industry in Europe, specifically for information and communication technology (ICT) products and services. The study found that the AT ICT industry is fragmented across Europe due to different national systems and policies. This makes the market smaller for companies. It recommends establishing a new industry organization to represent AT ICT interests at the European level and help network stakeholders. The organization would focus on networking, knowledge exchange, and policy lobbying to help strengthen the European AT ICT industry.
Bracknell Forest Council and NHS Berkshire are conducting an assistive technology survey to develop an assistive technology plan that supports people in living independently. The survey asks individuals about their current use of and experiences with assistive technologies like smoke detectors, falls detectors, and lifeline systems. It also seeks to understand how individuals learned about assistive technology options and whether they felt involved in the selection process. The goal is to identify both benefits and limitations of assistive technologies so the plan can best meet community needs.
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.
The document discusses the role of assistive technologies in higher education and workplaces. It outlines the needs of students, including accessing textbooks, taking notes, completing assignments, and attending exams. It also discusses the needs in workplaces, such as attending meetings and making presentations. The document then lists some common issues, such as the inavailability of materials in accessible formats, and proposes solutions like using screen readers, scanners, and tactile aids. It also provides resources for finding assistive technologies.
The following resources come from the 2009/10 B.Sc in Media Technology and Digital Broadcast (course number 2ELE0073) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
- Newsgroups were invented in 1979 by graduate students as a way for users to read and post public messages to categories called newsgroups on various topics. Bulletin boards have been around since 1978 as an alternative to physical notice boards and allow users to upload and download content.
- Newsgroups and bulletin boards target audiences aged 17-50 seeking information on particular subjects. They allow public messages to be left for advertising, announcements, or sharing information within topic-specific groups.
- News is distributed through news servers hosted by ISPs and other organizations that frequently sync with each other. Bulletin boards operate through software run on connected computer systems.
Assistive Technologies Used In The Classroomguest6f6553
The document discusses assistive technologies that can help students with disabilities access the classroom and curriculum. It provides examples of technologies like alternative keyboards and automatic page turners. It also discusses how teachers must be willing to incorporate assistive devices into their lessons and accommodate different students' needs. While technology provides new opportunities, integrating it into classrooms can be challenging due to lack of funds and training for teachers.
Assistive Technology Presentation - Jen Welch Jennifer Welch
This presentation discusses assistive technology and its uses for students with disabilities or learning challenges. It defines assistive technology and individualized education programs (IEPs), which are created collaboratively between educators and parents to establish goals and accommodations for students. Common challenges that may require assistive technology supports include learning disabilities, ADHD, sensory impairments, autism, and cognitive delays. The presentation provides examples of assistive technology tools and strategies that can help with issues like auditory processing, organization, note-taking, writing, and more. It also introduces the Georgia Project for Assistive Technology, a state program that works to increase access to assistive devices and teacher training.
The document discusses homeostasis and how organ systems work together to maintain it. It provides examples of how disrupting homeostasis can damage the body over long periods of time compared to short periods. It also explains how giving insulin to people with type 1 diabetes restores their glucose homeostasis and how living in Alaska could impact calcium and phosphorus levels due to changes in vitamin D exposure between winter and summer. Finally, it discusses potential evolutionary advantages of animals being able to store more glucose in the form of glycogen.
The document discusses assistive technology (AT), which are devices or services that help individuals with disabilities function better. AT can range from low-tech options like pencil grips to high-tech devices incorporating complex technology. Federal law requires schools to consider AT accommodations annually in students' Individualized Education Programs (IEPs). Proper selection of AT involves collecting information about students' needs and abilities to identify suitable devices and services.
The document discusses assistive technology (AT), which are devices or services that help individuals with disabilities function better. AT can significantly improve education, employment, and social engagement for those with disabilities. The Individuals with Disabilities Education Act (IDEA) requires schools to consider AT accommodations annually in students' Individualized Education Programs (IEPs). AT includes no-tech, low-tech, and high-tech options and can address needs like mobility, communication, learning, and more. Proper evaluation and trial are important to determine effective AT solutions for each individual.
The document discusses assistive technology (AT), which is defined by IDEA as any item or equipment that helps individuals with disabilities function better. AT can include devices for mobility, communication, visual impairment, and more. Schools must consider AT accommodations annually in students' IEPs. Choosing effective AT involves understanding a student's needs and abilities and trialing options. AT ranges from no-tech solutions to complex computer devices. Attention and learning disabilities may require AT support strategies.
Assistive technology is defined by IDEA as any item or piece of equipment that helps individuals with disabilities improve their functional abilities. Assistive technology can be no-tech, low-tech, or high-tech devices. Studies have shown assistive technology significantly improves educational and social outcomes for those with disabilities. Schools are required to consider assistive technology needs in students' IEPs annually. Common types of assistive technology include communication devices, adapted keyboards/mice, and mobility aids. Selection of assistive technology involves understanding a person's needs and abilities before trialing and modifying devices.
Assistive technology for special needs studentsshanerichards
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.
The document discusses assistive technology and resources for students with special needs, including the legal framework of the Individuals with Disabilities Education Act, developing Individualized Education Programs, and choosing appropriate assistive technologies ranging from low-tech to high-tech options. Examples of assistive technologies are provided for different types of disabilities like ADHD, auditory processing issues, and mild learning disabilities.
Assistive technology can help students with disabilities access the general curriculum. When integrated appropriately into the classroom, assistive technology provides multiple means for students to complete their work. Examples include communication devices, hearing assistive technology, and word prediction software. The Georgia Project for Assistive Technology supports local schools in providing assistive technology services and devices to students with disabilities.
The document discusses resources and instructional practices for meeting students' individual needs, including those with disabilities. It describes Individualized Education Plans (IEPs) which address student needs and goals. It also discusses assistive technologies (AT) like alternative keyboards, screen readers, and speech recognition programs that can help students with disabilities function better. Collaboration between educators is important to determine the best AT and approaches for each student's needs.
The document discusses assistive technology and its use in classrooms for students with disabilities. It defines assistive technology as any equipment that helps increase functional capabilities for those with disabilities. Assistive technology is an integral part of a student's Individualized Education Plan (IEP) and can range from low-tech options like paper clips to high-tech devices like computers, depending on a student's needs. Teachers need training to determine the appropriate assistive technologies for each student and incorporate the technologies effectively into lessons.
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.
This document provides an overview of assistive technology and its uses for students with special needs. It discusses the Individuals with Disabilities Education Act that requires schools to provide assistive technologies. Common assistive technologies include hearing assistive devices, speech recognition software, and refreshable braille displays. The document also outlines the process for choosing assistive technologies and developing individualized education programs with appropriate technologies. Examples of technologies that can help with tasks like note-taking, writing, and academic productivity are provided for students with mild disabilities.
The document discusses various topics related to assistive technology (AT), including definitions of key terms like AT, impairments, disabilities, and handicaps. It also covers the AT continuum from no-tech to low-tech to high-tech options. Examples of AT devices are provided for different types of disabilities. Universal design for learning (UDL) frameworks and legal directives related to AT and education are briefly outlined.
The document discusses various assistive technologies and strategies that can help students with disabilities access the general education curriculum. It covers low-tech and no-tech options as well as devices like screen readers, switches, and speech recognition software. Universal design for learning principles are also outlined to ensure curriculum is accessible to all students through flexible presentation, expression, and engagement methods.
This document discusses assistive technology that can help students with special needs and learning disabilities. It provides examples of technologies that can aid with tasks like hearing, reading, writing, and learning. Some examples mentioned are hearing loops, text-to-speech software, speech recognition tools, and adaptive devices like talking calculators. The document stresses that assistive technology encompasses both low-tech and high-tech options that can help individuals perform daily activities.
Assisitve technology for special education studentsChason Fulford
This document discusses assistive technology for special education students. It defines assistive technology as any item or equipment that helps individuals with disabilities increase or maintain their functional abilities. The document outlines six steps for choosing assistive technologies for students, which include collecting student information, identifying activities, determining intervention goals, brainstorming solutions, testing solutions, and evaluating outcomes. Examples are provided of assistive technologies that could help students with disabilities like ADHD, autism or visual impairments in areas such as note-taking, hearing, reading, writing and math. Sources of information on assistive technologies are also referenced.
This document discusses assistive technology for students with special needs. It defines assistive technology as tools that help students with disabilities participate in activities independently. The document outlines different types of assistive technology for learning disabilities, auditory impairments, ADHD, and to aid with organization, note-taking, and academics. It provides examples such as noise-cancelling headphones, alarms, graphic organizers, speech-to-text software, and adaptive devices. The presentation recommends assessing students' strengths, needs, and environments to identify appropriate assistive technology solutions on an individual basis through trial and feedback.
Students with disabilities are entitled to special education services to meet their needs, including individualized education plans and assistive technology. Assistive technology can range from low-tech to high-tech devices to help students with disabilities participate in class activities. Teachers should collect student information, evaluate barriers to participation, measure the impact of assistive technology solutions, and analyze what works best to develop individualized plans.
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.
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.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2. WHAT IS ASSISTIVE TECHNOLOGY?
“Assistive technology is an umbrella term that includes assistive, adaptive,
and rehabilitative devices for people with disabilities and also includes the
process used in selecting, locating, and using them. Assistive technology
promotes greater independence by enabling people to perform tasks that
they were formerly unable to accomplish, or had great difficulty
accomplishing, by providing enhancements to, or changing methods of
interacting with, the technology needed to accomplish such tasks.”
- Wikipedia
Assistive Technologies can be low tech like communication boards made of cardboard or
fuzzy felt.
Assistive Technologies can be high tech such as special purpose computers.
Assistive Technologies can be hardware such as prosthetics, attachment devices
(mounting systems), and positioning devices.
Assistive Technologies can be computer hardware, like special switches, keyboards, and
pointing devices.
Assistive Technologies can be computer software such as screen-readers or
communication software.
Assistive Technologies can be inclusive or specialized learning materials and curriculum
aids.
Assistive Technologies can be specialized curricular software.
Assistive Technologies can be much more, including electronic devices, wheel chairs,
walkers, braces, educational software, power lifts, pencil holders, eye-gaze, and head
3. SPECIAL NEEDS STUDENTS AND
ASSISTIVE TECHNOLOGIES
Students with disabilities need and environment designed to promote
cognitive participation and growth.
Technologies, whether high-tech tools or the use of basic
instructional strategies, can play a role in promoting participation and
growth.
Assistive Technologies assist students in daily activities as they are
able to work more independently, rather than depend on heavy
support from those around them.
4. WHAT IS AN INDIVIDUALIZED
EDUCATION PROGRAM (IEP)?
An IEP is a plan developed by a team, consisting of the
parents, the teachers, Special Education Teachers, and
specialists to provide instructional supports in the public
school classroom.
A student may qualify for an IEP if they have difficulty
learning and functioning and has been identified as having
special needs.
Struggling students may also qualify for support services if
they have one of the following: learning disabilities.
attention deficit hyperactivity disorder (ADHD), emotional
disorders, cognitive challenges, autism, hearing
impairment, visual impairment, speech or language
impairment, or developmental delay.
Eligibility is determined by the team and a plan developed.
Instructional supports are provided in the classroom or in
an individualized environment. The IEP and instructional
supports are reviewed on a regular basis to determine their
5. TYPES OF ASSISTIVE
TECHNOLOGIES
Assistive Technology devices can be categorized as
no technology, low technology, or high
technology.
“No technology” devices are not electronic. An
example can range from a piece of foam glued
onto the corners of book pages to make turning
easier to a study carrel to reduce distraction.
"Low technology" devices are electronic but do not
include computer components. An example could
be an electronic voice-recording device or a
talking watch.
"High technology" devices utilize multifunction
technology in a complex
way and usually include a computer and software.
6. CHOOSING APPROPRIATE
ASSISTIVE TECHNOLOGIES
The Individuals with Disabilities Education Act (IDEA) lists the services a school district may need to provide to
ensure assistive technology is useful in the school setting. This law defines Assistive Technologies as: “Any
service that directly assists an individual with a disability in the selection, acquisition or use of an assistive
technology device” and includes all of the following possibilities:
-evaluation of the technology needs of the individual
-purchasing, leasing or otherwise providing for the acquisition of assistive technology devices for individuals
with disabilities
-selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing of assistive
technology devices.
-coordinating and using other therapies, interventions or services with assistive technologies or devices, such
as those associated with existing education and rehabilitation plans and programs (O.T., P.T., Speech)
-assistive technology training or technical assistance with assistive technology for an individual with a
disability, or where appropriate, the family of an individual with disabilities
-training or technical assistance for professionals, employers or other individuals who provide services to
employ or otherwise are substantially involved in the major life functions of individuals with disabilities.
-evaluate the student’s technology needs
-acquire the necessary technology
-coordinate technology use with other therapies and interventions
-provide training for individuals, the individual’s family and school staff in the effective use of the technology
7. IMPLEMENTATION/SELECTION OF
ASSISTIVE TECHNOLOGIES
Step 1: Collect child and family information. Discussions begin about the
child’s strengths, abilities, preferences, needs, and what strategies have
worked.
Step 2: Identify activities within the environments that a child encounters
throughout the day and any limitations that may be presented by the
environment.
Step 3: Discuss indicators of a successful intervention and current levels of
participation. Observed behaviors and independent interactions will be
analyzed.
Step 4: Brainstorming of Assistive Technologies begins. Activities and
desired outcomes must be established and possible solutions discussed with
educators, family members, physical therapist, and other people with whom
the child interacts on a weekly basis. Supports should be included for
movement, communication and/or use of materials if needed. Available
supports in the environment should be considered first, then adaptations to
those materials.
Step 5: Test Assistive Technologies. Determine when the intervention will
begin and create an observation plan to record the child’s participation with
8. ASSISTIVE TECHNOLOGIES FOR
MILD DISABILITIES
Assistive Technologies can assist students in the following six areas:
(1) Organization – helps students organize their thoughts and their work
(2) Note Taking – helps students with note taking by providing fill-in-the-blank
notes or allowing recording or other methods that will help the learner
with effective note taking
(3) Writing – helps students with writing skills, such as grammar/mechanics
and helps with spell checking
(4) Academic Productivity – helps student with their learning, may be a
calculator, word processor, or elaborate software
(5) Access to Reference/Educational Materials – modifications may be
necessary to help students collect information from a variety of sources; use
of multimedia materials should be encouraged
(6) Cognitive Assistance – helps students by providing drills and practice
problems that help them better understand the content
9. ASSISTIVE LISTENING DEVICES
Hearing Assistive Technology Systems (HATS) are devices that are designed
to help those with hearing disabilities function better in their day-to-day
communication situations. They can be used with or without hearing aids or
cochlear implants to make hearing easier and hopefully reduce stress and
fatigue.
HATS help with situation such as the following that may provide difficulties
to those with hearing disabilities.
Distance between the listener and the sound source as the farther away you
are from a speaker, the harder it is to hear the speaker.
Competing noise in the environment: Most rooms have background noise
that can compete with the spoken message or sound we want to hear.
Examples of background noise include ventilation systems, others talking,
paper shuffling, computers, radios, TVs, outside traffic or construction, and
activities in adjacent rooms.
Poor room acoustics/reverberation: A room’s acoustics are the quality of
sound maintained in the room, and they can affect your ability to hear
effectively. Sound waves bounce off hard surfaces like windows, walls, and
hard floors. This creates sound reflections and echoes.
10. EXAMPLES OF PRODUCTS
Read and Write Gold –Literacy software with features such as Text-to-Speech,
highlighting, word prediction, study skills for organization and research, scanning
documents & books, exporting with Bibliography, Fact-Mapping and Brainstorming, and
Web apps for the iPad.
E-Books and Apps –Apps for accessing digital books such as Voice Dream Reader and
iBooks. Apps can be utilized with accessibility features such as Voice-Over, text to speech,
Zoom/ Magnification, Highlighting, Definitions, Annotations, Font style and color
selection, large text, etc.
Voice Recognition Software – Use voice to control everything. Speech-to-Text software
and apps for individuals who are physically unable to access a computer. Speech
recognition can be utilized to access all features of a computer- reading, navigating,
typing, research, sending email and texts, completing work, etc. It can also be used for
environmental controls in one’s home environment, for lights, television, music,
appliances, etc.
Text-To-Speech Software –Text-to-Speech to use while navigating online or typing a
paper.
DAISY Audio Players – Several DAISY audio players are available, such as the Bookport
Plus, PlexTalk, and VictorStream. These audio book players are accessible to individuals
who are Blind or Visually impaired, as well as those with print disabilities.
11. EXAMPLES OF PRODUCTS
iPad and iPhone Apps – Apps for Learning, Apps for Working/ Employment, Apps for
Communicating, Apps for Magnification and Screen Reading, Apps for Navigating, Apps
for organization, studying, reminding, and scheduling, reading, completing assignments,
developing projects; Productivity, data Collection and More. Apps encourage participation,
efficiency and exploration.
QR Codes and Bar Codes –Store any information about a product or object on a QR or
Barcode, and Scan it with a Barcode App to hear the information stored. Create interactive
books, maps, music references, and accessible learning activities/ environments for all
individuals.
Magnification Software and Hardware – Software to zoom text and magnify your computer
screen, invert text colors, increase mouse and cursor sizes. Take photos to review later,
screen reading built-in, and more options for individuals who are Visually impaired, or
losing sight over time.
ScreenReaders - For individuals who are Blind and need Voice Over, screen reading and
keyboard shortcuts to access the internet, email, and other computer applications for
communication, employment, education, research, productivity, etc.
LiveScribe SmartPen – Record Audio and Sync Notes. Record audio and get back to a
specific part of the lecture or meeting instantly. Excellent for brief note taking and
studying. Utilized by individuals who cannot take lengthy notes and listen/ comprehend/
process simultaneously, as well as those with spelling or grammar difficulties, and
physical difficulties with handwriting. Bookmark important references, upload visual of
notes to computer as well as the audio, share notes and audio with others quickly, add to
notes later as you listen to audio.
12. EXAMPLES OF PRODUCTS
Refreshable Braille Displays – Utilized by individuals who are Blind and Read Braille. Access
all information on the computer, iPad, or iPhone by connecting to a refreshable Braille
display, and having instant, real-time, refreshing Braille to access the information that is
presented.
Communication Boards and Schedule Boards - For individuals to communicate and utilize
for behavior management, daily schedules, and organization. Communication boards can
be hand-made with symbols or photos, and can also be digital and incorporated on an
AAC device or iPad for communication.
Environmental Controls for the Home and Work - Supporting Individuals with limited
physical mobility to control things in their environment using their voice, eye gaze, touch
screens, large switch access and apps. The systems allow total control of everyday
functions such as opening a door, closing a window or answering the phone, as well as
turning on/ off lights and running appliances. environmental control using voice.
Mind Mapping, Brainstorming & Graphic Organizers – Many software programs and Apps
such as Popplet, Inspiration, and Fact-Mapper in Read and Write Gold offer the ability to
brainstorm ideas, outline, and create visual templates and study guides to use for writing
a paper, creating a project, or studying for a test.
Adjustable Monitors and Keyboards - Other adjustable equipment or furniture for access,
seating, or mobility may be considered for a student or individual. Adjustable monitors,
13. EXAMPLES OF PRODUCTS
Adjustable and Large Font Keyboards – Keyboards with trays that raise and lower, Large
Font Keyboards with easy to see keys, one-handed keyboards, keyguards and guides for
the iPad and AAC devices.
Switch Access – For Individuals with limited physical access. If an individual can
consistently move one part of their body- their chin, a finger, a knee, a toe, their head
etc., they can use an adapted switch to access the computer, an iPad, an AAC device for
communicating, and other devices such as a phone or appliances.
Track Balls and Track Ball Mice – There are many types of trackball mice or joystick
options for mouse control, for individuals with physical access challenges, who may not be
able to use a standard computer mouse. Trackball mice are also used for ergonomic
purposes, to avoid strain.
Augmentative and Alternative Communication (A.A.C.) - AAC devices may be touch-screen,
switch access, or eye-gaze activated. Eye-gaze can also be utilized for computer
access and environmental controls.
14. PROS/CONS OF ASSISTIVE
TECHNOLOGY
PROS:
Learning can be differentiated to compensate for different
learning needs that are present inside the classroom.
Assistive Technologies provide a way for those with severe
disabilities to keep up with their peers.
Assistive Technologies promote learning, understanding, and
participation in the classroom.
CONS:
Training is essential for use of Assistive Technologies.
Students have the abilities to use the devices, but lack of training
can prevent teachers from being able to make the most of the
technologies.
15. ASSISTIVE TECHNOLOGY IN THE
MATHEMATICS CLASSROOM
Assistive technology is used in the mathematics classroom to help students
who struggle with computing, organizing, aligning, and copying math
problems down on paper. The visual and/or audio support allows users to
set up and calculate basic math problems.
Assistive Technology Tools for Mathematics:
Electronic Math Worksheets – Software programs that can help a user
organize, align, and work through math problems on a computer screen.
Also provides a way for numbers to be read aloud via a speech synthesizer.
Some examples programs are MathPad and MathPad Plus.
Paper-based Computer Pen – Pen records and links audio to what is written
using the pen and special paper. The students is able to take notes while
simultaneously recording the teacher’s speaking. Sections can be selected for
review by touching the pen to corresponding handwriting and the audio will
play. An example is the Echo Smartpen by Livescribe.
Talking Calculators - A talking calculator has a built-in speech synthesizer
that allows each number, symbol, or operation key a user presses to be
read aloud. Answer to the problems are also read aloud. This feature will
help students check the accuracy of the numbers they are pressing on
the calculator. Some examples of this technology are Independent Living
Aids, MaxiAids, and Able Data. All have a variety of talking calculators that
can be useful in the mathematics classroom.
16. 8 HELPFUL TECHNOLOGY TOOLS
FOR THE CLASSROOM
Screen Readers – speech synthesizer that reads text aloud from
computer
Word Talk – can read aloud Word documents
Word Prediction Programs – predict words as student types to
provide support for writing difficulties
Supernova Access Suite – screen reader that includes supports for
Braille
Video Magnifiers – used to display magnified images on a
television
Close Captioning and Subtitling – text provided for video
FaceMouse – turns a webcam into a mouse operator
Sip-and-Puff Systems – allows students to control computer using
17. GEORGIA PROJECT FOR ASSISTIVE
TECHNOLOGY The Georgia Project for Assistive Technology (GPAT) is a
unit of the Georgia Department of Education which
supports local school systems as they provide assistive
technology devices and services to students with
disabilities. This project has been funded since 1991and
has focused on building local assistive technology
resources through professional learning and technical
support services. Their mission is to improve student
achievement, productivity, independence and inclusion by
enhancing educator knowledge of assistive technology
and increasing student access to appropriate assistive
technology devices and services.
GPAT offers information for the implementation of
Assistive Technology on their website,
along with laws and examples of tools that may be
used. Professional Development experiences are also
sponsored by the Georgia Department
18. REFERENCES
Lyness, D. (2014). Individualized Education Programs. Retrieved from
http://kidshealth.org/parent/positive/learning/iep.html#
Wikipedia. (2014). Assistive Technology. Retrieved from
http://en.wikipedia.org/wiki/Assistive_technology
National Center for Technology Innovation and Center for Implementing
Technology in Education. (2010). Help for Young Learners: How To Choose
AT? Retrieved from http://www.ldonline.org/article/8088
Assistive Technology for Education, LLC. (2014). AT Examples. Retrieved
from http://assistivetechnologyforeducation.com/examples-of-assistive-technology/
Georgia Department of Education. (2014). Georgia Project for Assistive
Technology. Retrieved from http://www.gpat.org/Georgia-Project-for-
Assistive-Technology/Pages/default.aspx
American Speech-Language-Hearing Association. (2014). Hearing Assistive
Technology. Retrieved from
http://www.asha.org/public/hearing/treatment/assist_tech.htm
19. REFERENCES
Behrmann, M. & Jerome, M. (2002). Assistive Technology for Students
with Mild Disabilities. Retrieved from
http://www.ericdigests.org/2003-1/assistive.htm
TeachThought Staff. (2013). 8 Helpful Assistive Technology Tools For
Your Classroom. Retrieved from
http://www.teachthought.com/technology/8-helpful-assistive-technology-
tools-for-your-classroom/
Steele-Carlin, S. (2011). Assistive Technology in the Classroom:
Helping Challenged Kids Get the Most from Learning. Retrieved from
http://www.educationworld.com/a_tech/tech/tech086.shtml
Stanberry, K. & Raskind, M. (2014). Assistive Technology Tools: Math.
Retrieved from http://www.greatschools.org/special-education/
assistive-technology/949-math-tools.gs
Assistive Technology Industry Association. (2014). What is Assistive
Technology? How Is It Funded? Retrieved from
http://www.atia.org/i4a/pages/index.cfm?pageid=3859