Course Title Assistive Technology.docx
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This 3 credit course introduces students to assistive technologies that support people with disabilities in higher education. The course covers definitions of assistive technology and strategies for advising students on appropriate technologies for their needs. Students will learn to differentiate between types of assistive technologies, including both high-tech and low-tech hardware and software options. They will also learn how to evaluate what technology may best meet the specific disability and academic needs of individual students. The course is divided into 8 units covering introduction to assistive technology, instructional technologies, software and hardware options for various disabilities, current issues, and recommendations for further reading.
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This document discusses assistive technologies that can enhance the educational experience of students with disabilities. It defines assistive technology as any item or equipment that helps increase the functional abilities of individuals with disabilities. A six-step process is outlined for identifying the best assistive technologies for each student's needs through collaboration between educators and families. Examples are given of low-tech, high-tech, and no-tech assistive technologies and how they can support students with various disabilities or learning challenges. Potential downsides to using assistive technologies in classrooms are also addressed.
Assitive techpowerpoint
The document discusses assistive technology (AT) and its use to support student independence and access to the curriculum. It defines AT and outlines a developmental continuum for implementing AT in schools. The presentation covers universal, targeted, and individual technologies and provides examples of low, mid, and high-tech options. It emphasizes the importance of division-wide planning that considers training, toolkits of technologies, and assessing individual student needs through a collaborative team process. The goal is to move from a reactive to a proactive approach in preparing all students to succeed through access to the regular curriculum.
The_Docs
This document discusses socially embodied technologies as a grand challenge that can be addressed through novel sensors, ubiquitous computing, and artificial intelligence. It proposes a solution where epidermal electronic chips and implantable/wearable devices provide sensory feedback to a mentor AI. This would allow the AI to better understand human behavior and perception in order to intelligently educate users through natural communication and customized learning experiences. However, such technologies also raise ethical issues regarding privacy, data usage, and user access that should be addressed through design features like anonymization and user control over personal data collection and access.
Reading 2 questions
There are 10 categories of assistive technology that can help people with disabilities, including cognitive aids, communication devices, computer access tools, daily living aids, and environmental controls. Laws like the Rehabilitation Act and Education for All Handicapped Children Act require assistive technologies be provided to students who need them. The SETT framework is a four-step process used to determine if a student is a candidate for assistive technology based on gathering information, generating solutions, implementing a plan, and integrating the technology into the student's IEP.
M4 activity presentation
This document provides an overview of assistive technology and resources that can help enhance education. It discusses that students who have disabilities may have Individualized Education Programs (IEPs) that require accommodations and modifications. Assistive technology is defined as devices that help people with disabilities access curriculum. Several websites are listed that provide information on assistive technology laws, how to choose assistive technology, and documenting needs in IEPs. Recommendations are made for using assistive technologies to help students with specific disabilities like ADHD, auditory impairments, and learning disabilities.
Assistive technology
Assistive technology allows children with disabilities to focus on their strengths and succeed in the classroom by reducing barriers to their education. Laws such as the ADA and IDEA govern assistive technology to ensure equality for children with special needs. There are many types of assistive technology that can aid those with physical, sensory, or learning disabilities. Examples include screen magnifiers, hearing aids, speech recognition software, and devices that allow alternative access to computers for those unable to use standard keyboards or mice. When developing IEPs, assistive technology should be considered to help each child achieve.
Gns102
This document discusses modern instructional materials and their importance in teaching and learning. It defines modern instructional materials as any device with instructional content that is used for teaching, including audiovisual materials, scripts, computer programs, and more. The document outlines several types of modern materials, including radio, tape recorders, computers/internet, projectors, and their advantages and disadvantages. Some problems with modern materials are that they require teacher retraining, intellectual property is difficult to protect, and they are not always available or in good condition in schools due to issues like lack of funds, proper storage, and time constraints.
Assistive tecnology
Assistive technology refers to devices that allow students with disabilities to complete tasks independently. Assistive technology can range from low-cost simple tools to more expensive complex equipment. Schools are required to provide assistive technology as outlined in a student's Individualized Education Plan to ensure they have equal access to instruction. Examples of assistive technology discussed in the document include personal FM systems to aid hearing, screen readers for visual impairments, graphic organizers to improve comprehension, and active video games for physical disabilities.
Assistive technology
The document discusses assistive technology, defining it as any item or equipment that helps individuals with disabilities increase their functional abilities. It notes that the Assistive Technology Act promotes awareness and access to assistive devices and services. The Act covers people with disabilities of all ages. The document also discusses Individualized Education Programs (IEPs), which set learning goals and services for students receiving special education. It provides examples of low-tech and high-tech assistive tools and resources available in Georgia like the Georgia Tools for Life program and assistive technology apps.
Collaborative inquiry edited
A short presentation outlining Universal Design for Learning and Assistive Technologies. The presentation also outlines various questions arising from the application of UDL and AT in Canadian classrooms.
Forging a new path in Montreal: Universal Design in higher education
This document discusses universal design in higher education, specifically at McGill University. It begins with defining universal design and its principles, as well as universal design for learning. It then provides context on the increasing prevalence of students with disabilities in Canada and Quebec. Several initiatives at McGill to promote universal design are described, including a project to create an online toolkit for faculty. Suggestions from the project for improving accessibility in areas like the learning environment, technology, and libraries are summarized. The presentation concludes by emphasizing universal design benefits all students and creates more inclusive learning environments.
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- 1. Course Title: Assistive Technology Credit Hours: 3+0 Course Description: This course will orientate the students to the world of assistive technology in higher education for students with disabilities. Assistive Technology Practices will address the varying ways that assistive technologies are used to enrich and enhance the education of students with learning differences. A key focus will be assistive technologies that support specific learning strategies, such as reading, note-taking, and writing. Students will be introduced to examples of assistive hardware, software and mobile devices through specific disabilities. Learning Outcomes: 1. A working definition of assistive and emerging technology. 2. Strategies for advising students with disabilities transitioning from high school about the assistive technology process in higher education. 3. Differentiate key AT categories by function, including high tech and low tech hardware and software. 4. Evaluate appropriate pieces of technology according to a student’s specific disability and academic needs. Course Outline: Unit-1: Introduction 1.1 Introduction and Definition of Assistive Technology 1.2 Rationale/needs of Assistive Technology 1.3 Trends in Assistive Technology Unit-2: Instruction and Assistive Technology 2.1 Impact of computers on instruction 2.2. Instructional delivery formats 2.3 Multidisciplinary teams and assistive technology 2.4 Planning for individual needs in software and hardware Unit-3: Instructional Software 3.1 Computer Assisted Instruction/Computer Managed Instruction 3.2 Authoring packages 3.3 Hypermedia concepts 3.4 Evaluation of software Unit-4: Assistive Devices for Visually Impaired 4.1 Assistive technology for Blind (a) Note Takers (b) Braille Displayers (c) Screen Readers (d) Embossers
- 2. (e) GPS 4.2 Assistive Technology for Low Vision (a) Magnifiers (b) Large Prints Unit-5: Assistive Solutions for Hearing Impaired 5.1 Amplification technology (a) Group Amplification Systems (b) Individual Hearing Aid System 5.2 Alerting Technology (a) Visual Devices (b) Vibrating Devices 5.3 Communication Technology (a) Telecommunication Devices (b) Captioning Devices Unit-6: Assistive Solutions for Physically Disabled 6.1 Mobility Aids (a) Wheel Chairs (b) Canes (c) Crutches (d) Walkers (e) Belts and vests 6.2 Independent Living Aids (a) Bedroom Aids (b) Bathroom/Toilet Aids (c) Kitchen Aids (d) Dressing Aids (e) Grooming Aids Unit-7: Assistive Technology for Mentally Retarded 7.1 Independent Living Aids (a) Bedroom Aids (b) Bathroom/Toilet Aids (c) Kitchen Aids (d) Dressing Aids (e) Grooming Aids 7.2 Communication devices 1.3 Mobility Devices Unit-8: Current assistive technology issues 8.1 Financing assistive technology 8.2 Assistive technology training 8.3 Family issues dealing with assistive technology 8.4 Inclusion and assistive technology
- 3. 8.5 Cultural issues and assistive technology Recommended Readings: 1. Davies, L.T. (2006) Meeting the Needs of your Most Able pupils: Design and Technology. London: David Fulton. 2. Rao, V.K. (2005) Instructional Technology New Delhi: APH Publishers. 3. Lewis, R.B (1993) Special Education Technology California: Brooks 4. Norton, Pricella (2003) Teaching with Technology. Australia: Wadsworth. 5. Gragary, Church (1992) The Handbook of Assistive Technology. London: Chapman & Hall. 6. Smith, D.D. (1998) Introduction to Special Education. Boston: Allyn and Bacon. 7. Gargiulo, R.M. (2006) Special Education in Contemporary Society: An Introduction to Exceptionality Austria Thomsan