This is the presentation I gave to my examiner and fellow classmates on March 19 2013.
I showed some demos during the presentation which can be viewed here:
-LAPS: http://2013ixd.tumblr.com/post/44775623665/try-out-the-interactive-laps
-Guided Conversation: http://alexismorin.com/voice/voice.html
-Guided Conversation (French): http://alexismorin.com/voice/voice-fr.html
The document discusses learning disabilities and emerging trends related to the topic. It covers the evolution of concepts of learning disabilities from the late 1800s to present. It also discusses approaches to defining and assessing learning disabilities, including the discrepancy model and response to intervention model. Additionally, it reviews the epidemiology, pathophysiology, assessment, management and issues regarding learning disabilities.
This document discusses assistive technology and its role in individualized education programs (IEPs). An IEP provides an individualized plan to help students with delays or disabilities learn in the classroom. Assistive technology can include no-tech, low-tech, medium-tech, and high-tech devices to aid learning for students with disabilities like learning disabilities, ADHD, autism, or hearing/visual impairments. Examples of assistive technology include word processors, e-books, computers, tablets, and hearing aids. Assistive technology promotes independence and allows teachers to better individualize learning for all students.
Dyslexia is a neurological learning disability that causes difficulties with reading, writing, and spelling. It affects around 13-14% of children and is often inherited genetically. While the exact causes are unclear, it involves difficulties with word recognition, decoding, and fluency. Treatment focuses on multi-sensory instruction and structured practice with feedback to help remediate challenges, though dyslexia cannot be cured. Assistive technologies and educational accommodations can help dyslexic individuals overcome obstacles.
This document discusses assistive technology resources available to help students with disabilities. It defines disability as an impairment that limits major life activities like learning. Learning disabilities affect abilities like reading, writing, and reasoning. Around 2.4 million students have specific learning disabilities, most commonly affecting language and reading. Assistive technology is defined as equipment that improves functional capabilities for those with disabilities. In classrooms, individualized education plans address students' needs through assistive technology focused on individual progress. Technology allows teachers flexibility to build tools addressing student strengths and weaknesses.
The document introduces Jamie Mutch and their responsibilities as an IT Facilitator for the Department of Education, which includes assisting with assistive technologies for students. It then provides examples of different types of assistive technologies that can help students with learning disabilities or those struggling academically in areas like reading, writing, typing. These include text-to-speech, voice recognition, word prediction software, and adapted hardware. The process for accessing assistive technologies through the Department of Education is also summarized.
This is the presentation I gave to my examiner and fellow classmates on March 19 2013.
I showed some demos during the presentation which can be viewed here:
-LAPS: http://2013ixd.tumblr.com/post/44775623665/try-out-the-interactive-laps
-Guided Conversation: http://alexismorin.com/voice/voice.html
-Guided Conversation (French): http://alexismorin.com/voice/voice-fr.html
The document discusses learning disabilities and emerging trends related to the topic. It covers the evolution of concepts of learning disabilities from the late 1800s to present. It also discusses approaches to defining and assessing learning disabilities, including the discrepancy model and response to intervention model. Additionally, it reviews the epidemiology, pathophysiology, assessment, management and issues regarding learning disabilities.
This document discusses assistive technology and its role in individualized education programs (IEPs). An IEP provides an individualized plan to help students with delays or disabilities learn in the classroom. Assistive technology can include no-tech, low-tech, medium-tech, and high-tech devices to aid learning for students with disabilities like learning disabilities, ADHD, autism, or hearing/visual impairments. Examples of assistive technology include word processors, e-books, computers, tablets, and hearing aids. Assistive technology promotes independence and allows teachers to better individualize learning for all students.
Dyslexia is a neurological learning disability that causes difficulties with reading, writing, and spelling. It affects around 13-14% of children and is often inherited genetically. While the exact causes are unclear, it involves difficulties with word recognition, decoding, and fluency. Treatment focuses on multi-sensory instruction and structured practice with feedback to help remediate challenges, though dyslexia cannot be cured. Assistive technologies and educational accommodations can help dyslexic individuals overcome obstacles.
This document discusses assistive technology resources available to help students with disabilities. It defines disability as an impairment that limits major life activities like learning. Learning disabilities affect abilities like reading, writing, and reasoning. Around 2.4 million students have specific learning disabilities, most commonly affecting language and reading. Assistive technology is defined as equipment that improves functional capabilities for those with disabilities. In classrooms, individualized education plans address students' needs through assistive technology focused on individual progress. Technology allows teachers flexibility to build tools addressing student strengths and weaknesses.
The document introduces Jamie Mutch and their responsibilities as an IT Facilitator for the Department of Education, which includes assisting with assistive technologies for students. It then provides examples of different types of assistive technologies that can help students with learning disabilities or those struggling academically in areas like reading, writing, typing. These include text-to-speech, voice recognition, word prediction software, and adapted hardware. The process for accessing assistive technologies through the Department of Education is also summarized.
Assistive Technology Reading and Writing ToolsATLA
This document summarizes assistive technology tools for reading and writing. It discusses both low-tech and high-tech options for students with various disabilities, including learning disabilities, visual impairments, and physical impairments. Example tools include text-to-speech software, speech recognition software, magnifiers, adapted writing tools, and mind mapping software. The document also provides guidance on evaluating students' needs and environments to determine the best assistive technologies.
This document discusses technology that can benefit all students and provide essential support for some learners. It describes how tools like text-to-speech, voice recognition, and screen reading software can increase independence, accessibility, and engagement for students. Examples provided include the Livescribe smart pen, Dragon NaturallySpeaking, Kurzweil 3000, and Adobe Reader. The document advocates for universal design in curriculum and computing to meet diverse student needs.
This document discusses dyslexia and how technology can help students with dyslexia. It begins with defining dyslexia as a neurological difference that causes difficulties with word recognition, spelling, and decoding. It discusses the neurological aspects of dyslexia and recent legislation in New Jersey regarding dyslexia. Instructional practices and assistive technologies are presented, including apps, websites, fonts and software that can help students with reading, writing, organization and accessing content. The document provides an overview of dyslexia and strategies to support students through technology.
Technology can provide many benefits for students with writing difficulties. It allows for accommodation of weaknesses through features like word prediction, speech to text, and graphic organizers. Teachers should focus on integrating technology into the writing process and explicitly teaching skills like keyboarding. Research shows improvements in writing quality, quantity, and student attitudes when using programs that support planning, drafting, and collaboration.
The document discusses research into analyzing different content channels, such as digital ink, speech, and slides, from classroom lectures recorded using a tablet PC. The researchers explored handwriting recognition, the relationship between written and spoken words, identifying attentional marks on slides and their associated content, and recognizing correction activities. The results showed basic handwriting recognition was surprisingly accurate, a strong co-occurrence between written and spoken words, the ability to identify attentional marks and linked content, and potential to recognize some high-level activities like corrections. The research aimed to better understand real presentation data to guide building tools for automatic analysis of educational content channels.
This document discusses various tools and methods for analyzing language using corpora:
- Wordle is described as a visual tool to display word frequency in a text by font size. It excludes very common words.
- Using a corpus allows exploring language patterns through a large collection of analyzed texts. The process can be absorbing and fascinating.
- Concordance lines from AntConc show words in context from a corpus. These can be analyzed in a word processor.
- Preposition Dance explores how prepositions combine with verbs to provide nuanced meanings, using examples like "eat up" and "run off".
- Overall, corpus analysis can provide insights into word associations and meanings across various contexts.
"Why didn't anybody tell me about this?" What every lt should know about acce...Dominik Lukes
This document discusses making educational documents accessible for people with print disabilities. It defines print disability and outlines various challenges people may face in accessing printed text due to visual, cognitive, or physical impairments. It then provides solutions for making documents accessible, including using structured documents, modifying text features, creating audio books, using text-to-speech software, and linking text and audio. It emphasizes the importance of these solutions and provides evidence of their benefits. It concludes by discussing implications for learning technology professionals, including expanding their skills, practices, and training to better support users with print disabilities.
This document discusses students with disabilities and assistive technologies. It outlines various disabilities including learning disabilities, ADHD, autism, and sensory impairments. The IDEA aims to provide students with disabilities the least restrictive environment and individualized education plans. A variety of assistive devices and software can help students with organization, note-taking, writing, and cognitive tasks. Technologies also provide support for hearing, vision, ADHD, and emotional challenges. Overall, assistive technologies promote independence and success for students with disabilities.
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This document provides an overview of a proposed neighborhood writing center called 826 Hohman located in Hammond, Indiana. It would be a non-profit organization serving youth ages 6-18 with after-school and in-school tutoring and writing workshops led by trained volunteers. The center aims to foster creativity, intelligence, and a love of writing while building community ties. It would provide accessible spaces and technologies to support a diverse group of learners from low to middle income backgrounds.
NLP introduced and in 47 slides Lecture 1.pptOlusolaTop
This document provides an overview, syllabus, and introductory information for a computational linguistics course. It outlines the administrative details, topics to be covered including history and applications of computational linguistics, relationships to other fields, and challenges of natural language processing and machine translation. Key concepts like ambiguity and the NLP pipeline are also introduced.
Charith Perera, Saeed Aghaee, Alan Blackwell, Natural Notation for the Domestic Internet of Things , Proceedings of the 5th International Symposium on End-User Development (IS-EUD), Madrid, Spain, May, 2015,
The document discusses making textbooks more accessible for students with dyslexia. It notes that dyslexia is often not properly recognized or supported in schools. While technology like text-to-speech is available, alternative textbook formats are rarely offered and students lack mobile access. There is a lack of accessible e-texts and support for personalized technologies. However, students are increasingly using mobile devices on their own to access reading materials and make adjustments to suit their needs. The document advocates for providing assistive technology on all student and teacher computers in schools, as well as expanding access to accessible e-book libraries.
NOVA Data Science Meetup 1/19/2017 - Presentation 2NOVA DATASCIENCE
This document provides an overview of statistical natural language processing (NLP). It begins with introducing the speaker, Mona Diab, and their research interests in NLP. It then discusses the growing amount of digital data being produced and the potential for machines to process and understand human language. However, language is complex with ambiguity, and good NLP solutions require both linguistic and machine learning knowledge. The document outlines some of the goals and challenges of NLP, including resolving ambiguity, and provides examples of NLP applications and techniques like probabilistic models built from language data.
Crafting experiences, aiming at including everyone; regardless of their impairments, cultural backgrounds or environments. This talk discusses inclusive design, including localisation and environmental design factors, as well as impairments.
Resources To Support Library And Information Specialists Aug 09magsmckay
Resources to support inclusive practice. An overview of freeware assistive and enabling technologies to assist staff and students in schools, colleges and universities.
This document summarizes the use of core vocabulary to support communication for nonverbal students in Spotsylvania County Schools in Virginia. It discusses how the schools implemented a program using a small set of commonly used words (core vocabulary) to improve communication and language learning across diverse groups of nonverbal students. The core vocabulary approach simplified service delivery and allowed students to communicate a variety of message types. It represented a shift from previous practice that focused mainly on nouns. Four years later, more students were receiving augmented communication supports and teachers were better able to implement the strategies independently.
Reflections on building a Multi-country AAC Implementation Guide.pptxE.A. Draffan
This document outlines the development of a multi-country guide for implementing Augmentative and Alternative Communication (AAC). It describes the rationale for creating the guide due to a lack of experience using AAC in many countries. The guide explores practical aspects of implementing AAC based on a successful intervention in Serbia, Croatia, and Montenegro. It discusses establishing partnerships, selecting culturally appropriate symbols, training professionals, and measuring outcomes to ensure AAC is available and effective for all.
AI supporting AAC Pictographic Symbol Adaptations v1.pptxE.A. Draffan
The document discusses a project using AI to generate pictographic symbols for augmentative and alternative communication (AAC). It aimed to represent concepts that existing symbol sets could not depict, using generative models trained on a small set of visual descriptions. While initial results showed symbols could be created, challenges included lack of consistency. Future plans include expanding the models to improve customization and localization of symbols to support diverse audiences.
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This document discusses students with disabilities and assistive technologies. It outlines various disabilities including learning disabilities, ADHD, autism, and sensory impairments. The IDEA aims to provide students with disabilities the least restrictive environment and individualized education plans. A variety of assistive devices and software can help students with organization, note-taking, writing, and cognitive tasks. Technologies also provide support for hearing, vision, ADHD, and emotional challenges. Overall, assistive technologies promote independence and success for students with disabilities.
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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.
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Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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2. The Overlapping Nature of Specific Learning Differences/Difficulties Dyslexia Dyspraxia Dyscalculia Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder Dysgraphia (Thanks to Dr Amanda Kirby, Medical Director of the Dyscovery Centre, Cardiff) Asperger’s Syndrome
Alternatvie Methods of Communication 15/11/06 E.A. Draffan http://www.emptech.info In this model Assistive technology would be placed as an external support. It would be seen to provide not only communication support but also: Compensatory strategies as advocated by Raskind (1994) Greater independence and relief from anxiety as noted by Barton & Furmann (1994) Heightened self-esteem when competency is gained (Raskin 1994) Reduction of reliance on others and move towards independence (Brown 1981) Regain a sense of control leading to vocational success (Reiff Gerber & Ginsberg (1992) Additional information about this functional approach and how it relates to education and technology applications can be found in articles by Blackhurst, A. E., & Cross, D. P. (1993). Technology in special education . In A. E. Blackhurst & W. H. Berdine (Eds.), An introduction to special education (3rd ed., pp. 77-103). New York: HarperCollins. However there appears to be very little research into the outcomes of specific technology strategies in relation to young adults when given a wide variety of devices to be used in very different situations
Assistive Technology triangle – from Access technologies to Productivity then free, portable and online. Hierarchy of Tools
Most suitable input method Does the individual prefer one over another – e.g. speech recognition or a QWERTY keyboard? Growth potential User abilities change, situations change. How easy will it be to upgrade or adapt the aids? Reliability Must have very good back-up and the aids are often depended on to such an extent that the user is unable to work without them. Durability Is the technology suitable for the environment Portability Where is the equipment going to be used, does it need to be portable? If portable is it light enough? Speed Very important when considering communication systems and access to computers. Ease of learning and use Is it going to be difficult to use and how much training will be necessary. Compatibility Make sure the system is compatible with those used in the work place or study situation. Cost Do the material benefits weigh favourably against the cost? Preference Time to think carefully about how the user feels about the equipment and what is available in the circumstances. Notes adapted from Technowledge-able printed by the University of Wolverhampton (1996)
Various Types of Tools READING Talking books, e-books, DAISY Scanner + OCR-program (=Optical Character Reading; transforms the image of a text into editable text) Scanner pens Translation tools Speech synthesisers SPELLING AND WRITING Spell-checkers Grammar checkers Digital dictionaries Speech recognition Word-prediction systems STUDY ENVIRONMENT Digital note takers Digital recorders and organisers Digital whiteboards ” Visual Thinking” – mind mapping On-line tools
Handheld Devices – Make and use voice notes if writing is difficult. Recording devices include examples such as the Olympus DM-5 which has very good tactile buttons, good LED and easy connection to PC works, well with speech recognition. The ipod and Zune offer audio storage and PC/Mac links. Recording and notes storage. Treo and smart phones offer added PDA type organisation support with diaries and address lists etc. Dragon NatuarllySpeaking can be used for notes, assignments and all writing but there is a cognitive overload and sentence structure as well as the realisation that not all words will be accurately represented is important.
New terminology but it is important to begin to categorise the activities that are undertaken in order to evaluate the type of assistive technologies that can be useful - Text and colour changes along with text to speech or screen reading may not work with Flash and Javascript often associated with on-line drawing and mind mapping programs. There may also be problems with keyboard only controls. Some web sites can be de-cluttered others depend on Browser knowledge to gain added functionality.
Examples of links for Inspiration mindmapping software taken from EmpTech Database http://www.emptech.info There are several free mindmapping programs such as Freemind (http://freemind.sourceforge.net/wiki/index.php/Main_Page) that can be downloaded, but it is also possible to work and share ideas on-line with applications like Mindmeister . http://www.mindmeister.com/ If a diagram needs to be created using art work or maps think about the Visual Understanding Environment http://vue.tufts.edu/index.cfm as a teaching tool as well as a method of explaining ideas. Right Brain Workouts http://www.ideaconnection.com/right-brain-workouts/76-the-wisdom-of-collaboration.html Iansyst’s examples of mindmapping software inc. Inspiration with more details http://www.dyslexic.com/items.asp?Cc=CONCMAP&iTpStatus=1&Tp= MindManager software resources http://www.murge.com
Voices are improving TextHelp Read and Write and Readthewords.com. The Chislehurst cave entrance will entrance you, with Roman and Druid remains. There you’ll lead us with great effect, but watch it, as the compass will be affected by the red lead in the rocks. Also, particles will not diffuse in this atmosphere, it’s too diffuse. Do you think you’ll be all right? Voice files taken from TextHelp Read and Write speaking aloud in Word and PowerPoint.
Donna Montgomery (http://jset.unlv.edu/16.2/Montgomery/first.html) has written about those with specific learning difficulties using spell checkers. Her paper illustrates the type of mistakes that fail to be corrected, the importance of flagging phonetic mismatches and achieving a correction within the first three possible replacements. It appears that only 53% of the misspellings had replacements and only 26% were found in the first word on the list. Montgomery suggests that students need strategies to learn to untangle their error types and this is what Keyspell offers with its banks of words that can be divided in various ways to help the user find the mistake. This type of support requires explanation and when used independently may not always be an easy or quick solution. The Call Centre's chosen group of spell checkers included Write Outloud, which performed best, Word 97, Keyspell, and TextHelp 98. The chapter in Supportive Writing Technology ( http://callcentre.education.ed.ac.uk/SEN/5-14/Writing_aids_FFA/Features_SW_FFB/Spell_SW_FFC/spell_sw_ffc.html) describes the programs in detail and offers some useful advice. All the checkers mentioned above offer alternatives within 5 words in their latest versions. However, after five or more attempts very little is gained from having a longer list of corrections available. The lists can become confusing, and time is wasted making choices, but if the words are complex or very bizarre in their misspelling TextHelp is able to find even the most obscure ones. A comparison chart has been designed by Iansyst (http://www.dyslexic.com/database/articles/spellcheckers.html) provides an overview. Write Outloud uses the Franklin spellchecking dictionaries but when checking the same words through a hand held spell checker the options offered varied and were often more complex on the DMQ440 plus at times being in US spelling which was not what was expected with the UK dictionary. Write Outloud will not work with Mac OSX - only in classic mode. TextHelp spell checkers for both Mac and PC are able to learn from a user’s errors and thus improve accuracy over time as well as provide reports on the mistakes made and improvements. TextHelp also offers a customisable calculator and other features for teachers. Spell Catcher uses the word 'curious' to alert the writer to a spelling mistake but does not read out the word at any stage on PC ヨ the Mac version has speech. It has a UK dictionary for Mac and PC and access to a thesaurus plus foreign language and technical words. The latest version of Spell Catcher due in UK soon will work with Mac OSX. Keyspell allows for sections of the dictionary to be partitioned into subject or assignment specific words, has a homophone checker and speech as well as good customisation.
Word prediction programs offer different prediction strategies with word lists based on: spelling and frequency of word usage in the English language word lists based on word recency, association, and grammar. word lists based on topic words. If Word Prediction Can Help, Which Program Do You Choose? http://trace.wisc.edu/docs/wordprediction2001/index.htm The Ace Centre have a PowerPoint slide show on Word Bank and Word prediction software issues What are the differences between wordbanks and predictors? How do you choose between them when assessing a pupil's needs? March 2002 Don Johnston have a new version of their word prediction software Co:Writer that runs on the AlphaSmart 3000. It has a 6000 word UK dictionary and features abbreviation expansion and grammatical prediction. Up to five topic dictionaries can be externally created and installed. Penfriend, CoWriter, Soothsayer, WordQ, Aurora and TextHelp all offer Wordlists, pointer & keyboard interaction, supportive speech output From Illegible to Understandable: How Word Prediction and Speech Synthesis Can Help http://www.ldonline.org/ld_indepth/technology/word_prediction.html Writing: Word Prediction from Landmark College. http://www.landmarkcollege.org/natlinst/assistive_technology/writing/wprediction.htm
Scanning and OCR Kurzweil 3000 may maintain the documents in the best format with all elements in place. TextHelp Read and Write Gold and AbbyReader may be best with PDF output. ClaroRead Plus with Omnipage Pro may be best with Word output. Scanning and Optical Character Recognition Check the program can automatically orientate the document Select the document style which matches your original document Check to retain all font settings and formatting for identical reproduction, or to have one column of continuous flowing text ideal for using with a text-to-speech program. Scan using at least 300 dots per inch (DPI) for the document to be recognised and if there are faint or broken characters then increase up to 600 DPI. More notes on the technicalities of scanning are offered by Scantips (http://www.scantips.com/) from Wayne Fulton. He covers aspects of graphics scanning
The FREE Blio eReader software is the new touchstone for the presentation of electronic books & magazines. Stunning, full-color pages come alive in brilliant 3D. Even image-rich books are now at your digital fingertips — because Blio preserves a book’s original layout, fonts, and graphics. http://blioreader.com/ Different tools for different tasks/moments Multiple tools for tasks