Computers have had a profound impact on the classroom and education..docx
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Computers have had a profound impact on the classroom and education. They have made research quicker and more accessible, made teaching reading fun while providing immediate results-based feedback, and provided students the opportunity to see parts of the world they may never have had the opportunity to experience. However, there are also less familiar devices (both high-tech and low-tech) that can be used to enhance learning, specifically for students with disabilities. Visit YouTube and search for an assistive technology device that you can see using in your current or future classroom. You can use search terms such as “Assistive Technology in the Classroom,” “Assistive Technology and Children with Disabilities,” or “Assistive Technology and ADHD/LD/Autism.” Choose a video that demonstrates how the assistive technology could be used in the classroom (be sure to include the link). Explain the teacher’s role in implementing this device, and how it promotes access to learning for the student. 1.5 of in length .
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Recommended
Tools for learning
Assistive technology (AT) helps people with disabilities perform tasks they were previously unable or had difficulty performing. AT includes devices and processes. When a child is struggling to learn or use tools for learning, AT should be incorporated into their educational process. Determining a child's AT needs involves creating an Individualized Education Plan with parents, teachers, and professionals. Locating AT resources involves searching websites that describe tools for visual, auditory, and mild disabilities as well as developmental stages. It is important to reevaluate a student's learning regularly to ensure the best learning experience.
DQ 1 350 words or more (will pay $15)The Assistive Technology .docx
DQ 1 350 words or more (will pay $15)
The Assistive Technology Act was originally signed into congress in 1988, but it wasn’t until the 1998 (P.L. 105-394) amendment that there was a strong focus on addressing the assistive technology needs of individuals with disabilities in order to provide an equal and appropriate education. The Act authorized funding for high-tech (typically requires training), mid-tech (typically requires batteries but is fairly simple to operate), and low-tech devices (no batteries needed) that are “used to increase, maintain, or improve the functional capabilities of children with disabilities” (Connecticut State Department of Education & The Connecticut Birth to Three System, 1999, p. 3).
An assistive technology service is defined as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device” (Connecticut State Department of Education & The Connecticut Birth to Three System, 1999, p. 3).
Choose one mid- to high-tech assistive technology device that has become more advanced over the years and addresses the needs of children with disabilities to make public education more accessible (e.g.,
Hearing Aid Basics
). Make sure to cite, in APA format, where you found your information. Point out how the device you’ve chosen has become more advanced, beginning with its origination, where it is today, and potential future development.
DQ 2
Computers have had a profound impact on the classroom and education. They have made research quicker and more accessible, made teaching reading fun while providing immediate results-based feedback, and provided students the opportunity to see parts of the world they may never have had the opportunity to experience. However, there are also less familiar devices (both high-tech and low-tech) that can be used to enhance learning, specifically for students with disabilities.
Visit
YouTube
and search for an assistive technology device that you can see using in your current or future classroom. You can use search terms such as “Assistive Technology in the Classroom,” “Assistive Technology and Children with Disabilities,” or “Assistive Technology and ADHD/LD/Autism.”
Choose a video that demonstrates how the assistive technology could be used in the classroom (be sure to include the link). Explain the teacher’s role in implementing this device, and how it promotes access to learning for the student.
.
Assistive Technology Presentation
This presentation discusses assistive technology and its benefits for students with disabilities. It defines assistive technology as devices that increase students' functional abilities and includes examples like hearing aids and accessibility software. The presentation advocates for the use of Universal Design for Learning, which provides multiple means of engagement, representation, and action for students. It argues that assistive technology allows students to maximize their learning and participate in educational experiences.
Assistive technology ppt
This document discusses assistive technology and approaches that can help students with special needs. It explains that students may have individualized education programs (IEPs) for various disabilities and challenges. Teachers can use assistive technologies, defined as any item or equipment that improves functional capabilities, to aid students in areas like physical mobility, communication, and sensory enhancements. Non-technological approaches like structured notes can also help. Examples of assistive technologies discussed include hearing assistive systems, touchscreen computers, and programs that support their implementation in classrooms.
Assistive technology k billings
This document discusses assistive technology and strategies to support students with special needs. It defines assistive technology as any item or equipment that helps individuals with disabilities increase or maintain their functional abilities. The document provides examples of no-tech and tech strategies to support students with ADHD, auditory disabilities, and mild learning disabilities. Both teachers and parents work together through a student's Individualized Education Program to establish goals and determine what assistive technologies and supports would be most helpful.
Assisting students with special needs
This document discusses assistive resources for students with special needs. It explains that students with special needs require individualized education programs (IEPs) and may need assistive technology resources. Assistive technology can be categorized as no-tech, low-tech, or high-tech. No-tech resources include outlines and copies of class notes. Low-tech examples are videotaping classes and hearing assistive devices. The document provides links to websites with information on assistive technology and videos demonstrating various resources.
Assistive technology
This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
Assistive technology
This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
Recommended
Tools for learning
Assistive technology (AT) helps people with disabilities perform tasks they were previously unable or had difficulty performing. AT includes devices and processes. When a child is struggling to learn or use tools for learning, AT should be incorporated into their educational process. Determining a child's AT needs involves creating an Individualized Education Plan with parents, teachers, and professionals. Locating AT resources involves searching websites that describe tools for visual, auditory, and mild disabilities as well as developmental stages. It is important to reevaluate a student's learning regularly to ensure the best learning experience.
DQ 1 350 words or more (will pay $15)The Assistive Technology .docx
DQ 1 350 words or more (will pay $15)
The Assistive Technology Act was originally signed into congress in 1988, but it wasn’t until the 1998 (P.L. 105-394) amendment that there was a strong focus on addressing the assistive technology needs of individuals with disabilities in order to provide an equal and appropriate education. The Act authorized funding for high-tech (typically requires training), mid-tech (typically requires batteries but is fairly simple to operate), and low-tech devices (no batteries needed) that are “used to increase, maintain, or improve the functional capabilities of children with disabilities” (Connecticut State Department of Education & The Connecticut Birth to Three System, 1999, p. 3).
An assistive technology service is defined as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device” (Connecticut State Department of Education & The Connecticut Birth to Three System, 1999, p. 3).
Choose one mid- to high-tech assistive technology device that has become more advanced over the years and addresses the needs of children with disabilities to make public education more accessible (e.g.,
Hearing Aid Basics
). Make sure to cite, in APA format, where you found your information. Point out how the device you’ve chosen has become more advanced, beginning with its origination, where it is today, and potential future development.
DQ 2
Computers have had a profound impact on the classroom and education. They have made research quicker and more accessible, made teaching reading fun while providing immediate results-based feedback, and provided students the opportunity to see parts of the world they may never have had the opportunity to experience. However, there are also less familiar devices (both high-tech and low-tech) that can be used to enhance learning, specifically for students with disabilities.
Visit
YouTube
and search for an assistive technology device that you can see using in your current or future classroom. You can use search terms such as “Assistive Technology in the Classroom,” “Assistive Technology and Children with Disabilities,” or “Assistive Technology and ADHD/LD/Autism.”
Choose a video that demonstrates how the assistive technology could be used in the classroom (be sure to include the link). Explain the teacher’s role in implementing this device, and how it promotes access to learning for the student.
.
Assistive Technology Presentation
This presentation discusses assistive technology and its benefits for students with disabilities. It defines assistive technology as devices that increase students' functional abilities and includes examples like hearing aids and accessibility software. The presentation advocates for the use of Universal Design for Learning, which provides multiple means of engagement, representation, and action for students. It argues that assistive technology allows students to maximize their learning and participate in educational experiences.
Assistive technology ppt
This document discusses assistive technology and approaches that can help students with special needs. It explains that students may have individualized education programs (IEPs) for various disabilities and challenges. Teachers can use assistive technologies, defined as any item or equipment that improves functional capabilities, to aid students in areas like physical mobility, communication, and sensory enhancements. Non-technological approaches like structured notes can also help. Examples of assistive technologies discussed include hearing assistive systems, touchscreen computers, and programs that support their implementation in classrooms.
Assistive technology k billings
This document discusses assistive technology and strategies to support students with special needs. It defines assistive technology as any item or equipment that helps individuals with disabilities increase or maintain their functional abilities. The document provides examples of no-tech and tech strategies to support students with ADHD, auditory disabilities, and mild learning disabilities. Both teachers and parents work together through a student's Individualized Education Program to establish goals and determine what assistive technologies and supports would be most helpful.
Assisting students with special needs
This document discusses assistive resources for students with special needs. It explains that students with special needs require individualized education programs (IEPs) and may need assistive technology resources. Assistive technology can be categorized as no-tech, low-tech, or high-tech. No-tech resources include outlines and copies of class notes. Low-tech examples are videotaping classes and hearing assistive devices. The document provides links to websites with information on assistive technology and videos demonstrating various resources.
Assistive technology
This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
Assistive technology
This document provides an overview of assistive technology (AT) and the HOPE AT process used by an early intervention program. It discusses that AT can help people of all abilities function, includes examples of low- and high-tech AT tools, and explains the benefits of AT for helping children learn and develop skills. The HOPE AT process uses a multidisciplinary team approach centered around the child and family to evaluate AT needs and identify appropriate solutions.
Assistive technology by Amber Keith
ED 505, Summer Online 2015 through UWA. A presentation on Assistive Technology for week 2 by Amber Keith
AssistivetechGibbs
1) Assistive technology promotes independence for students with disabilities and helps teachers balance the needs of all students.
2) Examples of assistive technology that can help students with ADHD, auditory disabilities, and mild learning disabilities include laptops, audiovisual aids, FM systems, word processors, and multimedia tools.
3) Teachers should collect information about students, identify activities that need support, set goals, trial technologies, and adjust techniques based on outcomes to determine the most effective assistive technologies.
AssistivetechnologyGibbs
The document discusses assistive technology that can help students with disabilities in the classroom. It defines assistive technology and IDEA. It outlines the 6 steps to choosing assistive technology, including collecting student information, identifying activities, setting goals, brainstorming solutions, observing outcomes, and adjusting plans. The document then provides examples of assistive technology for three common disabilities: ADHD, auditory disabilities, and mild learning disabilities. Suggestions include laptops, audiovisual aids, FM systems, word processors, calculators, and multimedia resources.
Cronk assistive tech
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
This document discusses assistive technology and its importance for students with disabilities. It defines assistive technology as any device or service that helps students succeed academically. Federal law, including IDEA, requires schools to provide assistive technologies included in a student's IEP. The document provides examples of technologies that can benefit students with hearing impairments, vision impairments, learning disabilities, and physical disabilities. It emphasizes the school's responsibility to appropriately implement assistive technologies.
Assistive technology presentation
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.
Assistive Technology
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.
Assistive Technology Presentation
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.
Assistive Technology Nguyen
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.
Assistive Technology
This presentation includes several online resources about the benefits of Assistive Technology in the classroom for students with disabilities.
Helping students
This document discusses assistive learning tools and strategies to help students with special needs. It identifies several important factors for instructors to consider, such as being aware that different students learn in different ways. The document also recommends asking questions of others for effective strategies and trusting one's own instincts regarding a student's needs. Several assistive technologies are described that can help with tasks such as notetaking, hearing, reading, and math problems. The document emphasizes finding a balance of remediation and compensation techniques to assist each student.
Ed480.Powerpoint.Special Education
This presentation discusses how technology can be used to support inclusion of students with special needs in the classroom. When integrated effectively, technology supports active engagement, group participation, interaction and feedback, and connection to experts, preparing students for today's technology-reliant world. Assistive technologies like screen readers, magnification software, on-screen keyboards, and predictive text can enable special needs students to fully participate in lessons. Tools such as document projectors, screen readers and magnification software help remove barriers to learning for students with visual and hearing impairments.
Ed480.Powerpoint.Special Education
This document discusses how technology can be used to support inclusion of students with special needs in the classroom. It provides examples of assistive technologies such as screen readers, magnification software, on-screen keyboards, and document projectors that enable these students to fully participate. When integrated effectively, technology allows for active engagement, group work, interaction and feedback, and connections to real-world experts, preparing students for a technology-reliant world.
Enhancing our special needs students with technological resources
Assistive technology is any item, equipment, or product system that helps individuals with disabilities perform functions that may otherwise be difficult or impossible. There are different types including no-tech, low-tech, and high-tech devices. One advantage of assistive technology is allowing teachers to integrate students with disabilities into inclusive classrooms with non-disabled peers. Another advantage is enabling students with special needs to learn in the least restrictive environment possible with supplementary aids. However, assistive technology faces challenges such as teacher and student attitudes, demands of technology upgrades, access issues due to cost, and ensuring proper student training.
White board assigment 1
The interactive whiteboard takes the traditional classroom whiteboard and integrates it with information and communication technologies. It allows teachers to use digital content during lessons and engage students through interactive features. Some benefits include supporting group learning, viewing multimedia, and promoting engagement across subject areas. However, there are also concerns that it could reduce the teacher's role or fail to excite students. Effective use depends on the teacher's technology, pedagogy and content knowledge, as well as ensuring accessibility, preventing misuse, and gaining informed consent when sharing student work online.
White board assigment 1
The interactive whiteboard takes the traditional classroom whiteboard and integrates information and communication technologies. It has the potential to both enhance and replace some of the teacher's role in exciting students about learning. The document discusses the progression from blackboards to interactive whiteboards and whether this represents a positive step for education. It also provides examples of how interactive whiteboards can be used to support learning across different subject areas through viewing videos, presentations, group work and internet research. Legal and ethical considerations around issues like plagiarism, privacy and appropriate student use are also addressed.
Assistive technology nguyen
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 nguyen
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.
Assistive technology nguyen
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 Technologies
This document provides an overview of assistive technology (AT) including definitions, laws regarding AT, and examples of AT for students with different disabilities. AT is any tool or service that helps students with disabilities participate in class and achieve IEP goals. Laws like IDEA require schools to provide necessary AT. The document describes examples of AT for hearing impaired students like FM systems, seeing impaired students like video magnifiers, learning disabled students like speech recognition software, and physically disabled students like adjustable furniture and equipment.
Construct Development and Scale CreationChoose a construct you.docx
Construct Development and Scale Creation
Choose
a construct you would like to measure. I WANT TO MEASURE “DEPRESSION” and answer the bullet below in 350 words
·
Describes how you would norm this instrument and which reliability measures you would use and Discusses how many people you would give it to………
.
Contamination is real issue in numerous governments subsequently law.docx
Contamination is real issue in numerous governments subsequently laws are advanced to help shield the earth from undesirable waste transfer. Lethal contamination is a noteworthy danger. It influences both the vegetation and water holds. Mercury is a noteworthy contamination material it influences vegetation, air and water. Waste materials that transmit radiation are more hazardous. The impacts of radiation can be felt for more periods than some other poisons. In the ground it consolidates with soil and this can think that some way or another into products. In the event that breathed in it causes distortion of the body and now and again tumor which murders more individuals in America and other western nations (Nemerow & Agardy, 1998).
Dumping of substance waste by businesses crushes the earth by contaminating water as well as makes the dirt barren. Nourishment edit that has been developed from this influenced range is considered unfit for human utilization. The military has been excused from testing their weapons in zone that damage the human right (Cheremisinoff, 2003).
Organization logos that show or publicize that their item are not disregarding any of the natural demonstrations and actually are discovered to be in infringement are in this manner said to be honing encroachment. This falls notice is an infringement in the Lanham demonstration. It expresses that an organization must record or register their logo. This guarantees that if there should arise an occurrence of an infringement by an alternate organization they can petition for a common activity. This right is disregarded when a man is in ownership of merchandise or administrations with a name or mark that is made to befuddle or misdirect as to the cause of the item. These laws additionally keep the advisement and advancement of products in the terms of their land starting point and quality. This miss presentation may hurt the client or business subsequently the holder may confront common activity due to the false proclamation (Pepper et al., 2006).
These demonstrations are the laws that shield nature from undesirable lethal waste transfer any plant or organization wanting to arrange waste must have freedom from the obliged powers. People in general have the privilege to put forth assert in defense there is an infringement of any of this demonstrations by any organization. These demonstrations experience various alterations to adapt to the current difficulties of waste transfer and contamination. The United States of America has through the years seen to it that the commercial ventures to don't share in unlawful exercises that annihilate the earth (Nemerow & Agardy, 1998). Along these lines investigating the past demonstrations helps close on crevices or proviso that commercial ventures can take advantage on purposely or unknowingly.
On account of straightforward green items, the waste materials dumped in the landfill where disregarding the strong waste transfer. This is on.
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1) Assistive technology promotes independence for students with disabilities and helps teachers balance the needs of all students.
2) Examples of assistive technology that can help students with ADHD, auditory disabilities, and mild learning disabilities include laptops, audiovisual aids, FM systems, word processors, and multimedia tools.
3) Teachers should collect information about students, identify activities that need support, set goals, trial technologies, and adjust techniques based on outcomes to determine the most effective assistive technologies.
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The document discusses assistive technology that can help students with disabilities in the classroom. It defines assistive technology and IDEA. It outlines the 6 steps to choosing assistive technology, including collecting student information, identifying activities, setting goals, brainstorming solutions, observing outcomes, and adjusting plans. The document then provides examples of assistive technology for three common disabilities: ADHD, auditory disabilities, and mild learning disabilities. Suggestions include laptops, audiovisual aids, FM systems, word processors, calculators, and multimedia resources.
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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.
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This document discusses assistive technology and its importance for students with disabilities. It defines assistive technology as any device or service that helps students succeed academically. Federal law, including IDEA, requires schools to provide assistive technologies included in a student's IEP. The document provides examples of technologies that can benefit students with hearing impairments, vision impairments, learning disabilities, and physical disabilities. It emphasizes the school's responsibility to appropriately implement assistive technologies.
Assistive technology presentation
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.
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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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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.
Assistive Technology Nguyen
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.
Assistive Technology
This presentation includes several online resources about the benefits of Assistive Technology in the classroom for students with disabilities.
Helping students
This document discusses assistive learning tools and strategies to help students with special needs. It identifies several important factors for instructors to consider, such as being aware that different students learn in different ways. The document also recommends asking questions of others for effective strategies and trusting one's own instincts regarding a student's needs. Several assistive technologies are described that can help with tasks such as notetaking, hearing, reading, and math problems. The document emphasizes finding a balance of remediation and compensation techniques to assist each student.
Ed480.Powerpoint.Special Education
This presentation discusses how technology can be used to support inclusion of students with special needs in the classroom. When integrated effectively, technology supports active engagement, group participation, interaction and feedback, and connection to experts, preparing students for today's technology-reliant world. Assistive technologies like screen readers, magnification software, on-screen keyboards, and predictive text can enable special needs students to fully participate in lessons. Tools such as document projectors, screen readers and magnification software help remove barriers to learning for students with visual and hearing impairments.
Ed480.Powerpoint.Special Education
This document discusses how technology can be used to support inclusion of students with special needs in the classroom. It provides examples of assistive technologies such as screen readers, magnification software, on-screen keyboards, and document projectors that enable these students to fully participate. When integrated effectively, technology allows for active engagement, group work, interaction and feedback, and connections to real-world experts, preparing students for a technology-reliant world.
Enhancing our special needs students with technological resources
Assistive technology is any item, equipment, or product system that helps individuals with disabilities perform functions that may otherwise be difficult or impossible. There are different types including no-tech, low-tech, and high-tech devices. One advantage of assistive technology is allowing teachers to integrate students with disabilities into inclusive classrooms with non-disabled peers. Another advantage is enabling students with special needs to learn in the least restrictive environment possible with supplementary aids. However, assistive technology faces challenges such as teacher and student attitudes, demands of technology upgrades, access issues due to cost, and ensuring proper student training.
White board assigment 1
The interactive whiteboard takes the traditional classroom whiteboard and integrates it with information and communication technologies. It allows teachers to use digital content during lessons and engage students through interactive features. Some benefits include supporting group learning, viewing multimedia, and promoting engagement across subject areas. However, there are also concerns that it could reduce the teacher's role or fail to excite students. Effective use depends on the teacher's technology, pedagogy and content knowledge, as well as ensuring accessibility, preventing misuse, and gaining informed consent when sharing student work online.
White board assigment 1
The interactive whiteboard takes the traditional classroom whiteboard and integrates information and communication technologies. It has the potential to both enhance and replace some of the teacher's role in exciting students about learning. The document discusses the progression from blackboards to interactive whiteboards and whether this represents a positive step for education. It also provides examples of how interactive whiteboards can be used to support learning across different subject areas through viewing videos, presentations, group work and internet research. Legal and ethical considerations around issues like plagiarism, privacy and appropriate student use are also addressed.
Assistive technology nguyen
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 nguyen
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.
Assistive technology nguyen
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 Technologies
This document provides an overview of assistive technology (AT) including definitions, laws regarding AT, and examples of AT for students with different disabilities. AT is any tool or service that helps students with disabilities participate in class and achieve IEP goals. Laws like IDEA require schools to provide necessary AT. The document describes examples of AT for hearing impaired students like FM systems, seeing impaired students like video magnifiers, learning disabled students like speech recognition software, and physically disabled students like adjustable furniture and equipment.
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Contamination is real issue in numerous governments subsequently laws are advanced to help shield the earth from undesirable waste transfer. Lethal contamination is a noteworthy danger. It influences both the vegetation and water holds. Mercury is a noteworthy contamination material it influences vegetation, air and water. Waste materials that transmit radiation are more hazardous. The impacts of radiation can be felt for more periods than some other poisons. In the ground it consolidates with soil and this can think that some way or another into products. In the event that breathed in it causes distortion of the body and now and again tumor which murders more individuals in America and other western nations (Nemerow & Agardy, 1998).
Dumping of substance waste by businesses crushes the earth by contaminating water as well as makes the dirt barren. Nourishment edit that has been developed from this influenced range is considered unfit for human utilization. The military has been excused from testing their weapons in zone that damage the human right (Cheremisinoff, 2003).
Organization logos that show or publicize that their item are not disregarding any of the natural demonstrations and actually are discovered to be in infringement are in this manner said to be honing encroachment. This falls notice is an infringement in the Lanham demonstration. It expresses that an organization must record or register their logo. This guarantees that if there should arise an occurrence of an infringement by an alternate organization they can petition for a common activity. This right is disregarded when a man is in ownership of merchandise or administrations with a name or mark that is made to befuddle or misdirect as to the cause of the item. These laws additionally keep the advisement and advancement of products in the terms of their land starting point and quality. This miss presentation may hurt the client or business subsequently the holder may confront common activity due to the false proclamation (Pepper et al., 2006).
These demonstrations are the laws that shield nature from undesirable lethal waste transfer any plant or organization wanting to arrange waste must have freedom from the obliged powers. People in general have the privilege to put forth assert in defense there is an infringement of any of this demonstrations by any organization. These demonstrations experience various alterations to adapt to the current difficulties of waste transfer and contamination. The United States of America has through the years seen to it that the commercial ventures to don't share in unlawful exercises that annihilate the earth (Nemerow & Agardy, 1998). Along these lines investigating the past demonstrations helps close on crevices or proviso that commercial ventures can take advantage on purposely or unknowingly.
On account of straightforward green items, the waste materials dumped in the landfill where disregarding the strong waste transfer. This is on.
Construct a brochure for a local elementary school. Consider your au.docx
Construct a brochure for a local elementary school. Consider your audience, as this information would likely be distributed during meetings where a child might have received an intelligence test. Your brochure would then be given to parents, guardians, and others to help them better understand the purpose of intelligence testing.
Include the following in your brochure:
•Provide a brief overview of at least two theories of intelligence related to the content of your selected articles to help your audience understand what intelligence testing accomplishes.
•Discuss methods of measuring intellectual functioning.
•Discuss how the concept of intelligence is different than academic achievement.
.
Consider the following examples of economic activitiesPurchasin.docx
Consider
the following examples of economic activities:
Purchasing of groceries
Massive layoff of employees
Decrease in taxes
Describe
how each of these activities affects government, households, and businesses. Describe the flow of resources from one entity to another for each activity. Relate at least one current event to the activities.
This Essay must be 700-1,400 Words
.
Consider the following situationDespite that little is discusse.docx
Consider
the following situation:
Despite that little is discussed about the role of Spain and France in the American Revolution, these countries aided the colonists. France allied with the 13 colonies after their loss in the Seven Years' War.
Write
a paper of approximately 500 words that investigates and discusses the implications for the French and the Spanish in their sugar colonies in the Americas.
Format
your paper using
West Writing Style Handbook
guidelines.
Include
a minimum of two sources, which may consist of readings from the University Library, your text, and other selections.
.
Consistency with IMC Why is it necessary to create integration a.docx
Consistency with IMC
Why is it necessary to create integration and consistency in communicating with current and potential customers? Do you feel that there is some overlap in each of the tactical IMC variables? Support your opinion with scholarly sources and incorporate concepts and examples from this week’s lecture.
.
Construct an intertextual analysis text from Socrates Plato (Euth.docx
Construct an intertextual analysis text from Socrates / Plato (Euthyphro, Apology) and text from the Classical Chinese Philosophy Reading (Kongzi, Daodejing, Mozi) in which you isolate some themes/discourses/problems common to texts and then analyze the theme/discourse/problem in either a comparative, contrastive, or dialectic mode.
plz check attachments.
7 pages. MLA format.
.
Constructing and Assessing Income Statements Using Percentage-of Com.docx
Constructing and Assessing Income Statements Using Percentage-of Completion
On March 15, 2012, Frankel Construction contracted to build a shopping center at a contract price of $120 million. The schedule of expected (which equals actual) cash collection and contract costs follow ($ millions):
Year
Cash Collections
Cost Incurred
2012
$ 30
$ 25
2013
50
20
2014
40
40
Total
$ 120
$ 85
(a) Calculate the amount of revenue, expense, and net income for each of the three years 2012 through 2014 using the percentage-of-completion revenue recognition method.
Rounding instructions
:
Round percentages to the nearest whole number. Use rounded percentages for remaining calculations. Round revenue and income to the nearest whole number.
Percentage of Completion Method
Year
Costs incurred
Percent of total expected costs
Revenue recognized
Income
2012
$
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window.__REDUX__STATE__ = '%7B%22appMeta%22%3A%7B%22serverRendered%22%3Atrue%7D%2C%22apiRequests%22%3A%7B%22pendingRequestCount%22%3A0%2C%22succeededRequestCount%22%3A4%2C%22failedRequestCount%22%3A0%2C%22requestCounters%22%3A%7B%22GET_FIELDS_PENDING%22%3A0%2C%22GET_ENTITY_PENDING%22%3A0%2C%22GET_FIELDS_SUCCESS%22%3A1%2C%22GET_ENTITY_SUCCESS%22%3A1%2C%22GET_SIMILAR_QUESTIONS_PENDING%22%3A0%2C%22GET_OTHER_QUESTIONS_PENDING%22%3A0%2C%22GET_SIMILAR_QUESTIONS_SUCCESS%22%3A1%2C%22GET_OTHER_QUESTIONS_SUCCESS%22%3A1%7D%7D%2C%22currentUserMeta%22%3A%7B%22id%22%3A0%2C%22isGuest%22%3Atrue%2C%22isReceivingEmails%22%3Anull%2C%22email%22%3A%22%22%2C%22authMethod%22%3Anull%2C%22approvalTicket%22%3Anull%2C%22fees%22%3Anull%2C%22disputesAmount%22%3Anull%2C%22earningsStats%22%3A%7B%22questions%22%3A%7B%22totalPurchases%22%3A0%2C%22totalIncome%22%3A0%7D%2C%22tutorials%22%3A%7B%22totalPurchases%22%3A0%2C%22totalIncome%22%3A0%7D%7D%7D%2C%22modal%22%3A%7B%7D%2C%22users%22%3A%7B%22guest-0%22%3A%7B%22role%22%3A%22student%22%2.
Considering your place of employment or your home computing enviro.docx
Considering your place of employment or your home computing environment, discuss in detail the way in which in-depth (or layered) defense is employed to enhance security in your chosen environment.
Intrusion Detection Systems (IDS), which can be categorized as Host IDS (HIDS) and Network IDS (NIDS), is a means of providing real-time monitoring. Compare and contrast HIDS and NIDS, and provide at least one (1) example identifying when one (1) would be more appropriate to use over the other. Provide a rationale to support your chosen example
.
Considering that American Taxpayers have a reasonable expectation fo.docx
Considering that American Taxpayers have a reasonable expectation for an effective, efficient and relevant Government are Return on Investment methodologies such as Phillips' a useful tool for Federal HR to justify programs?
Can HR ROI be measured?
If so, should HR ROI be measured?
Is ROI a meaningful concept in the Federal sector?
.
Consider, hypothetically, a small community called Plainsville, Colo.docx
Consider, hypothetically, a small community called Plainsville, Colorado, which has a critical rail line running through it. On this line, hazardous chemicals are routinely transported en route to a neighboring community (Southtown) where they are crucial for industrial use in manufacturing a certain type of nuclear defect x-ray material that is made nowhere else in the world. The rail line was first laid in the late 1800s and has been patchily maintained over its life.
Given new priorities through Department of Homeland Security (DHS) Grant Programs and state mandates, both the Plainsville community leaders and operators of the railway are concerned with increasing vulnerabilities associated with rail transport because there is evidence of structural decline due to its age and uneven maintenance. Serious damage to, or degradation of, the line in the vicinity of Plainsville might be catastrophic with worst-case consequences including: irreparable destruction of the rail; a train derailment; a chemical spill; the creation of a hazardous environment for people, livestock, and agriculture; disruption of the industrial manufacturing in Southland; and the possible economic crippling of the entire area. Any of these components alone could result in a crisis; yet a combination of these, or if combined in totality, would be a scenario considered unimaginable by Plainsville’s leadership and emergency management personnel.
By way of background, Plainsville has a "strong" mayor, meaning she is elected by the people rather than chosen by a council, etc. Based upon DHS grant dollars that have trickled down through her state and all-hazards homeland security region, Mayor Witley has determined that a commission in the form of a short-term task force should look at the vulnerabilities associated with the rail line. The commission would take the scenario outlined above, consider its many variations, study possible consequences while articulating and researching the problem(s) and receiving testimony from experts, and then make recommendations about courses of action to prevent, mitigate, or respond to any resultant crisis.
The issues at hand for the community include the integrity of the rail line, the prevention of a hazardous spill, the safety of the citizens, and the continuity of the neighboring town’s industry. (More issues may exist, but this gets you started.)
Consider and list at least 10 potential organizations that would either provide a representative to sit on the commission or that would provide information to the commission.
When listing each partner, describe his, her, or its value to the commission and what expectations the mayor (and others) might have as to the expertise, capabilities, resources, or anything else an individual or agency might contribute.
Choose the most relevant entities or individual experts you can, and think about everything from a public safety and emergency management perspective.
Your answer may require research and p.
Consider the VictimIn this assignment, you will identify the victi.docx
Consider the Victim
In this assignment, you will identify the victims and the defendants, the rights of victims permitted under state law, the procedures to prosecute an accused, and the possible penalties based on the given scenario.
Centervale police officers, Anne and Justin, respond to a report of domestic dispute. There had been a total of nine calls for service, including two in the past year. On the way, Anne informs Justin that this may be a very volatile situation because this couple is constantly in and out of Domestic Violence Court; even though they separate all the time, they always get back together.
Here's What Happened . . .
The officers arrive and knock on the door, "Hello! Police, can someone please come to the door?" A man yells "Come in!" from inside the house. They decide not to enter the residence under these circumstances to protect their own safety. Anne asks the man to come outside and speak to them.
The door opens. A man, who identifies himself as Mike and a friend of the family, opens the door. He says that Lilly and her husband, Johnny, were just fighting and that there is no problem now. Mike did not appear to be intoxicated but smelled of alcohol. Anne explained that someone has reported a domestic dispute to the police department from this residence and that they were there to check upon the situation. Anne asks Mike if anyone was using any weapons. Mike denied this and said that Lilly was inside the house, ironing clothes. If Anne wanted, she could go and talk to Lilly.
Justin stays with Mike while Anne enters the house and calls for Lilly. Lilly says, "Officer, he hit me on the head with his hand and I hit him with the iron." As this was a mutual assault, Anne stops questioning Lilly and asks Mike what Lilly hit Johnny with. Mike responds, "With the iron."
Anne asks Lilly where Johnny is and she says he was in the dining room. Anne asks Lilly if Johnny has any weapons. Lilly says she did not think he did or at least he did not when he hit her in the head. Anne stays with Mike and Lilly while Justin cautiously enters the house to discover Johnny in fetal position under the dining table.
When Justin first approaches him, Johnny is unresponsive but slowly becomes responsive. Justin notices a large contusion on the left side of Johnny's face when he rolls over to look at Justin. Justin calls for an ambulance, as Johnny was not in a position to answer any questions due to the injury on his head and the possible effects of the shock.
Anne continues to question Mike, "Who struck whom first?" Mike responds, "Johnny hit Lilly like he always does when he drinks Jack Daniels and beer, and then Lilly really got mad at Johnny, hit him with the iron, and went back to ironing. I don't know where Johnny went after that because I was on the couch watching TV and drinking beer." Anne then asks Mike, "How many times did Lilly hit Johnny with the iron?" Mike responds, "Only once that I saw."
Anne further asks, "How many times did.
Consider the sets X and Y. Write the statement in symbols..docx
Consider the sets
X
and
Y
. Write the statement in symbols.
The complement of the intersection of
X
and
Y
X
∩
Y
X
∪
Y
X
∩
Y
X
∪
Y
X
∩
Y
.
Consider the thematic and psychological importance of the two views .docx
Consider the thematic and psychological importance of the two views of nature Werther expresses in his letter of 18 August 1771, including the parallels he cites. Can such vast visions of rapture and horror really hinge upon the love of one person for another? Is this possible? Is it
believable?
.
Consider the properties and characteristics of life. Choose two item.docx
Consider the properties and characteristics of life. Choose two items (one of which is alive or has been alive and one which has never been alive). Compare and contrast their characteristics. What characteristics do they share and how are they different. Be prepared to discuss the importance of the various characteristics of living things and how their combination makes life an emergent part of the universe.
.
Consider the meaning of the term ecology.” How do the ideas of ener.docx
Consider the meaning of the term “ecology.” How do the ideas of energy and chemical cycles, community structure, biodiversity and succession fit together to form the basis of the way the natural world works? Explain how each of these ideas works and find ways to link between them. Present examples from your experience to demonstrate an understanding of the principles involved.
1200 word minimun
.
Consider the impact of the Vietnam War on American culture. In the d.docx
Consider the impact of the Vietnam War on American culture. In the decades prior to the 1980s, two issues beset American culture: civil rights and the Vietnam War. Both were televised directly into living rooms on all three channels. On college campuses throughout the world, but especially on American campuses, antiwar protests were routine. Hippies often were thought to conduct themselves on the premises of antiwar, free sex, and lots of drugs. The music that emerged from this era is still famously current and listened to today. It was an era of convertibles, gas guzzlers, freedom, and endless summers. Then that generation grew into adults––your parents and grandparents. Writing with sensitivity to the nuances of the era, what happened to the dream?
This is seriously easy. Please I just need an outline and proposal! Got ripped off on anothe site, Have teo hours until deadline. What can you do?
.
Consider this hypothetical situationDavid Doe is a network .docx
David Doe, a network administrator, was passed over for promotion three times at ABC Company and became vocal in his dissatisfaction before quitting to start his own consulting business. Six months later, a competitor duplicated much of ABC's research, leading executives to suspect David of industrial espionage by passing on sensitive data, though his since-reassigned computer showed no evidence of wrongdoing. Steps that could have been taken to detect or prevent such alleged espionage are questioned.
Consider the following scenarioIn the second week of your int.docx
Consider
the following scenario:
In the second week of your internship, the CIO approaches you and asks you to research electronic health records (EHRs). She says, “I must give a presentation at a staff meeting next week, and I’d like you to complete the research and create the slides and notes for me. The presentation must focus on EHRs, which our organization is considering implementing. Please be thorough with the speaker notes.”
The CIO adds that you must consider the effect of this technology on health care as well as the privacy and security implications of adopting the EHRs. Describe the HIPAA Privacy and Security Rules as well as the reasons those rules do or do not apply to this type of technology. These constraints are a major consideration for the staff when selecting new technology.
Develop
a 5- to 7-slide Microsoft® PowerPoint® slide presentation that includes the information the CIO requested in the scenario.
List
major points in the slides. Include detailed explanations in the speaker notes that correlate to each point.
Include
videos, audio, photos, diagrams, or graphs as appropriate.
Include
at least two references to support your presentation.
Format
your presentation consistent with APA guidelines.
.
Consider the following argument There are many arguments for the el.docx
Consider the following argument: There are many arguments for the elimination or modification of current U. S. drug laws, but one of the most persuasive involves what negative effects drug laws are having on society in comparison with the effects of the drugs themselves. In the past ten years, most forms of drug use have dropped significantly, especially among teens. Despite this, non-violent drug offenders accounted for 21.1 percent of the federal prison population. First time drug offenders serve, on average, a sentence three months longer than kidnappers, nine months longer than burglars, and thirty-three months longer than sex abusers. In 1992, the average cost of keeping an inmate in either state or federal prison was about $20,000 per prisoner per year. The United States has the highest incarceration rate in the world, with 455 prisoners per 100,000 population. It is maintaining these prisoners at great expense in an environment where they are unlikely to develop a socially constructive attitude. Perhaps it is time that we reconsider our attitudes toward those who choose to use drugs; failure to do so may cost society even more than it already has.
Determine whether or not the argument uses any deceptive statistics. Give your opinion on whether or not the argument has persuaded you. Explain why or why not.
Determine the primary ways in which statistics or authority are used in your current position in developing persuasive arguments, and provide examples of such use.
.
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- 1. Computers have had a profound impact on the classroom and education. They have made research quicker and more accessible, made teaching reading fun while providing immediate results-based feedback, and provided students the opportunity to see parts of the world they may never have had the opportunity to experience. However, there are also less familiar devices (both high-tech and low-tech) that can be used to enhance learning, specifically for students with disabilities. Visit YouTube and search for an assistive technology device that you can see using in your current or future classroom. You can use search terms such as “Assistive Technology in the Classroom,” “Assistive Technology and Children with Disabilities,” or “Assistive Technology and ADHD/LD/Autism.” Choose a video that demonstrates how the assistive technology could be used in the classroom (be sure to include the link). Explain the teacher’s role in implementing this device, and how it promotes access to learning for the student. 1.5 of in length