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. .

1. 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

2. 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.