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 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 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.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
PowerPoint presentation for the Assistive Technology Seminar for Block II teacher candidates of Frostburg State University.
Prepared by Jenna Epstein
Edited by Minnie Ladores
References are provided on the last slide of the presentation
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
PowerPoint presentation for the Assistive Technology Seminar for Block II teacher candidates of Frostburg State University.
Prepared by Jenna Epstein
Edited by Minnie Ladores
References are provided on the last slide of the presentation
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.
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.
This presentation is set for 15 seconds before each slide advances. While in slide show mode, you can advance manually if you prefer. The references are cited in the notes page.
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For more information, visit-www.vavaclasses.com
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Overview
The modern educator is faced with many challenges today when it
comes to educating the students that we come in contact with. This
presentation is to focus on the students who need help with special
needs in the classroom. In higher education, it is referred to as
accommodations. I plan to give you outlets to use that will help you
provide excellent education for those students with special needs in
your classrooms and in your colleges.
3. Assistive Technology
Definition:
According to the University of Washington,
assistive technology is technology used by
individuals with disabilities in order to perform
functions that might otherwise be difficult or
impossible. Assistive technology can include
mobility devices such as walkers and
wheelchairs, as well as hardware, software,
and peripherals that assist people with
disabilities in accessing computers or other
information technologies.
Source: The National Center on Accessible
Information Technology in Education, 2013.
www.washington.edu/accessit/articles?109
4. The Need for Assistive Technology
In K-12 Education
To understand the implementation
of Individualized Education
Programs (IEP’s)
To align your teaching styles and
plans to the curriculum from the
Tech Act and IDEA Act.
To efficiently be effective in
educating all students with
disabilities through technology in a
society focused on change.
In Higher Education
To effectively reach the estimated
11% of undergraduate and 7% of
graduate students who report
having a disability.
To allow for students who have
“hidden” or cognitive disabilities
to feel comfortable.
To be in accordance with the
Individuals with Disabilities Act of
2004.
5. Meeting the Specific Needs
There are many needs that need to be met when it comes to
educating students with disabilities. Therefore, it is imperative to do
research on technologies that will help you educate the holistic need
of a student with a certain disability. The next few slides will
demonstrate the assistive technologies that are available for all
students, regardless of educational grade and status. The objective for
the educator is to be able to use each technology resource in the
classroom and aid the student in the process of knowing how to use it
as well.
6. The ADHD Student:
Computer Software: The
purpose of these are to
develop the reading, writing
and math functions of the
student
Brain Training: Printouts,
Brain Games: Hand held,
On-line computer games
Voice Recognition Software
Talking Computer Keyboards
E Dictionary
Children’s Talking Calculator
Screen Magnifiers
To the right are several
beneficial tools to help
students learn who suffer from
ADHD.
7. Auditory Disabled Student Learner:
Children with auditory processing disorder often have trouble when
there is a great deal of noise in the background, so teachers should
work to create an environment with as few auditory distractions as
possible. Children with auditory processing disorder should be
seated somewhere near where instruction is being delivered.
Verbal directions should be simplified and clarified as needed and
many students respond well to written instructions and other visual
cues in conjunction with verbal directions. Asking a student to
repeat or paraphrase the directions after they have been
delivered is another way to ensure that the student has heard
properly.
8. Mild Disability Learners:
The teacher can become creative for the mild disability
learner.
Note-Taking: A simple, no-tech approach to note taking is for
the teacher to provide copies of structured outlines in which
students fill in information.
Writing: Word processing maybe the most important
application of assistive learning for students with mild
disabilities.
9. Summary
Define your challenges
Understand that each student with disabilities must be met and taught
differently.
Set realistic expectation
See which assistive technology program works best with each student
and measure their outcomes
Keep your eye on the goal
Share your findings with administrators, faculty and others who can
benefit from your learning.
10. References
ADHD Brain. (2012). Assistive Technology for ADHD. Retrieved from
www.adhd-brain.com/assistive-technology-for-adhd.html
Asselin, Susan B. Assistive Technology in Higher Education. Technology Integration
in Higher Education. Retrieved from
www.igi-global.com/chapter/assistive-technology-higher-education/51458
Behrmann, Michael and Jerome, Marci Kinas. (2002). Assistive Technology for Students with
Mild Disabilities. Retrieved from
www.ericdigests.org/2003-1/assistive.htm
Strategies for Teaching Students with Auditory Processing Disorder. (2010). Retrieved from
http://voices.yahoo.com/strategies-teaching-students-auditory-
processing-6822736.html?cat=4
The National Center on Accessible Information Technology in Education. (2013). What is
assistive technology? University of Washington. Retrieved from
http://www.washington.edu/accessit/articles?109
