The document discusses assistive technology and augmentative communication tools that can be used to support students with disabilities, including positioning devices, communication aids, sensory integration tools, and iPads. It provides examples of different types of assistive technology, such as wheelchairs, orthotics, communication boards, and switch devices. Guidelines and resources are also presented for evaluating students' needs and selecting appropriate assistive technologies.
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.
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.
This is a Powerpoint presentation about the use of assistive technology(AT) devices and services in the field of education. It defines assistive technology, describes the laws regarding AT in education, and provides examples of AT used in classrooms today for a variety of different disabilities.
This is a Powerpoint presentation about the use of assistive technology(AT) devices and services in the field of education. It defines assistive technology, describes the laws regarding AT in education, and provides examples of AT used in classrooms today for a variety of different disabilities.
This file accompanies the presentation conducted in Idaho on 6/30/11 and discusses Universal Design for Learning, development of assistive technology programs, and unique professional development methodologies.
School district Assistive Technology services have not substantially changed since the Tech Act was passed in 1988. In this presentation, the outline for a new model of AT service provision is suggested.
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
Similar to Edu614 session 7 spring 14 AT & iPad (20)
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Universal Design for
Learning
• UDL based on neuroscience
• each principle connects to key area of brain
• Multiple Means of Representation
• To increase recognition
• How a teacher prepares
4. UDL
• Multiple Means of Expression
• To expand strategic output
• Teacher plans for how students will express
learning
• Multiple Means of Engagement
• To enhance involvement in learning
• How do we get students connected?
5. Assistive Technology
• Like RTI Technology has levels too
• Level 1 - For everyone
• Level 2 - Greater access
• Level 3 - Assistive support
6. AT
• Allows manipulation and control of format
• Offers alternatives for access
• Supports multi-sensory instruction
• Supports greater personal independence
• Educational technology & assistive technology are
a continuum of access to learning.
7. Accessible Instructional
Materials
• Accessible Instructional Materials
• Students have a right to the same text
• Publishers are supposed to produce
digital forms
• CAST has a center for AIM
8. Important Questions...
• What does the student need to do to participate in
the classroom and achieve his/her IEP goals?
• What specifically is the student having difficulty with?
• What else has been tried?
• What will be the the criteria for determining the
student’s success?
• Who will be responsible for training, monitoring,
documenting, and reviewing the AT plan?
9. AT
• All students with a 504 or an IEP are eligible
• Assistive Technology has to be considered
• Not all qualify
• IEP is written first, then look at questions
10. SETT Framework
• S - Student First
• E - Environment
• T - Task
• T - Tool
• Joy Zabala - SETT Framework
11. the Student
• What does the student need to do?
• What are the student’s special needs?
• What are the student’s current abilities?
12. Environment
• What materials and equipment are currently
available in the environment?
• What is the physical arrangement?
• What is the instructional arrangement?
• Are there likely to be changes?
• Color is a powerful tool
13. Task
• What activities take place in the environment?
• What are the critical elements of the activities?
• How might technology support the student’s active
participation in those activities?
14. Tools
• FINAL step
• What no tech, low tech, and high tech options
should be considered when developing a system
for a student with these needs and abilities doing
these tasks in these environments?
• What strategies might be used to invite increased
student performance?
• How might these tools be tried out with the student
in the environment?
16. The DESE
• The Department of Elementary and Secondary
Education has awesome links to information,
resources and grants.
• Includes:
• CAST - Center for Applied Special Technology
• Easter Seals - allows teachers to try out
technology
17. Mass Match
• MassMatch - initiative to get assistive
technology to people who need it
• FREE to borrow from ATRC Assistive
Technology Regional Centers.
18. National Center to Improve
Practice in Special Education
• NCIP - through technology, media and materials
• take a look
19. Accessibility in the Classroom
• Accessibility features in Microsoft products
• Includes tutorials
20. UDL Toolkit
• UDL toolkit wiki
• Please spend some time looking at the
resources:
• graphic organizers
• literacy
• study skills
• math
• writing
21. National Center on UDL
• National Center
• Examples & Resources
• Every principle is linked to resources &
tools
24. Definition of Assistive
Technology
“Assistive technology device means any item, piece
of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized,
that is used to increase, maintain, or improve the
functional capabilities of a child with a disability.
The term does not include a medical device that is
surgically implanted, or the replacement of that
device.”
Individuals with Disabilities Education Act (IDEA)
25. Types of Assistive Technology Used
Positioning and Mobility
Communication
Sensory Integration
Leisure/Access to the Environment
Reading
Writing
27. Orthotics
Orthosis: a brace that supports any part of the body through
any of the following means:
Helps eliminate pain or further injury through immobilization
Supports non-functional parts of the body
Controls the motion of a functional body part
Common Orthotics
AFO
Body Jacket
29. “Body Jacket”
TLSO Brace – Thoracic Lumbar Sacral Orthosis
Commonly used with children who have curvature in
the spine
Halts progression of scoliosis by correcting posture
by supporting the shoulders, back and abdomen
Picture Provided by:
http://reflectionsonthejourneyhome.blogspot.com/2009_06_01_archive.html
30. Wheelchairs
Promotion of Independence
Things to consider:
Classroom layout
Safety navigating classroom &
hallway
Picture Provided by:
http://wheelchairassistance.com/power-wheelchair/head-
controlled-power-wheelchair.php
31. Walkers & Gait Trainers
Walkers
Individualized support
Child uses legs to hold their weight
Gait Trainers
Equipment holds child’s weight so that child may use legs
Opportunity to move using feet
Seat, harness & accessory supports
Picture Provided By: http://tadpoleadaptive.com/rifton-pacer-medium.html
32. Standers
Academic Benefits
Access materials
Social Benefits
Same level as peers
Physical Benefits
Strong bones
Increased flexibility
Decreases tension & constipation
Improves breathing & digestion
Picture and Information Provided by: http://tadpoleadaptive.com/standers.html
33. Toileting Systems
Things to consider:
Storage
Increased time for toileting needs
Privacy Concerns
Picture Provided by: http://tadpoleadaptive.com/rifton-small-toilet-system-2.html
34. Assistive Technology –
Communication Aids
Augmentative & Alternative Communication (AAC)
AAC Devices & Methodologies
Communication Aids – Picture Exchange
Communication System (PECS)
Dynamic Displays
Auditory Scanning
Facilitated Communication
35. Definition of Augmentative &
Alternative Communication (AAC)
“Methods of communication other than oral speech
that enhance or replace conventional forms of
expressive and receptive communication to
facilitate interaction by and with persons with
disabilities who are nonverbal or have limited
speech”
MA Educator Licensure and Preparation Program
36. Picture Exchange Communication
System (PECS)
Developed in 1985 by Andrew S. Bondy, Ph.D. & Lori Frost,
M.S., CCC/SLP
Intervention for individuals with autism and related
developmental disabilities
Created for families, resident care providers & educators so that
it may be used in a range of settings
Based on B.F. Skinner’s book, Verbal Behavior
Utilizes prompting & reinforcement strategies
Encourages independent communication
37. Picture Exchange Communication
System (PECS)
The Base Elements of PECS
Functional Activities
Skills & activities that lead to independence
Powerful Reinforcers
Powerful motivation that drives learning
Functional Communications
Skills that are useful now & in the future
Contextually Inappropriate Behaviors
Focus on functionally equivalent alternative behaviors
38. Picture Exchange Communication
System (PECS)
Six Phases of PECS
How to Communicate
Goal: Approach people to initiate communication
Teach 3 Step Sequence: Pick up, reach, release
One picture at a time (no discrimination)
Video:
http://www.youtube.com/watch?v=ZP48lxnNdHM
39. Picture Exchange Communication
System (PECS)
Six Phases of PECS
2. Distance & Persistance
Communication Partner moves away from student
One picture taught
Variety of people, activities, locations, reinforcers
involved
Video: http://www.youtube.com/watch?v=tr3lQXNEcps
40. Picture Exchange Communication
System (PECS)
Six Phases of PECS
3. Picture Discrimination
3a.Motivation to use correct picture = getting
desired item & avoiding undesired item
Reinforce at first indication of choice
3b. Equally reinforcing items with
correspondence checks
41. Picture Exchange Communication
System (PECS)
Six Phases of PECS
4.Building Sentences
“I want” + reinforcer picture put on sentence
strip
Entire strip given to communication partner
43. Picture Exchange Communication System (PECS)
Six Phases of PECS
6. Commenting
Answering “comment” questions: “What do you
see/have/hear/fee?”
Discriminating between commenting and
requesting
Maintain spontaneity
44. Picture Exchange Communication
System (PECS)
Research-based Benefits
Facilitates acquisition of speech
Increases social skills during play
Improvements in behavior management concerns
Can be used with peers & siblings
System can be implemented in schools and other
environments
45. Dynamic Displays
User selects from an array of categories of pictures for the
communication of messages, ideas, wishes, comments,
needs, etc.
Touch screens allow user to access a large amount of
vocabulary in one device
Voice output available
Unlike PECS, the user communicates through display rather
than exchange
46. Dynamic Displays - GoTalk
Determine communication needs, create sheets &
record messages
Helpful for students with limited fine motor skills
48. Two Successful DynaVox Users
Sara Pyszka
http://www.youtube.com/watch?v=VlC8G5nNE7k
Augie Nieto
http://www.youtube.com/watch?v=gDKFNqrmtZ4
49. Auditory Scanning
Form of dynamic display
Provides an oral choice from which the communicator
can select a topic, letter, etc.
Used for those who cannot access tangible symbols,
pictures, or a voice output communication device
Picture Provided By: http://mashley.net/blog.php?readpost=10
51. NAME
PROJECT
DATE CLIENT
DATE
Eye Gaze Boards
INDIVIDUAL INDICATES SYMBOL THEY WANT USING “EYE POINTING”
A COMMUNICATION PARTNER WATCHES AND INTERPRETS
A HOLE OR CLEAR BOARD ALLOWS THE COMMUNICATION PARTNER TO WATCH THE INDIVIDUAL’S
EYES
53. Communication Needs Assessments
Questions to Ask
How frequently is the breakdown occurring?
Who, What, Where, When, Why?
How can we help the individual communicate?
Are there systems already in place that we can
add to?
54. How To Create Communication Aids
1. Determine the vocabulary needed to engage in
communication exchange (activity, lesson, social
situation, etc.)
2. Simplify vocabulary as needed
3. Provide visual supports as needed
4. Introduce, review, and practice new vocabulary
in context
55. Facilitated Communication (FC) /
Supported Typing
Individual uses pointing (pictures, letters, objects) or
typing (keyboard) to express him/herself
Involved communication partner for emotional
encouragement, behavior support, and physical
support to assist individual in developing
independence
Video of Tim Chan
http://www.youtube.com/watch?v=279h9QJ9ptw
56. Assistive Technology – Sensory
Integration
Providing students with the opportunity to experience the
world in a new way
Therapy balls
Squishy items (dog toys)
Stretches
Video about Multisensory Room & Therapeutic Listening
http://www.youtube.com/watch?v=2Ip_ezmqfGo&feature=
related
57. Assistive Technology –
Leisure/Access to the Environment
Switches
Video about Switch Use
http://www.youtube.com/watch?v=x0CVVnw2s94&feature
=related
Picture Provided By:
http://www.thesensorycompany.co.uk/catalog/ProductDetail
s.aspx?productID=64
59. Resources Continued
Article about Therapy Balls:
http://life.gaiam.com/article/how-sitting-ball-helps-
kids-focus-and-do-better-school
60. iPad - a game changer
FreeTech4Teachers
Steve Jobs & Apps for Autism
60 Minutes
Links
iPodsibilities
Teaching Learners with Special Needs
Free Speech app
61. iPad
a blog post how iPad is used in a special education
classroom
A Blog Post listing many apps
Apps Store has Special Education section
and our friend Cybrary man’s list
A handout for using iPad in the Special Education
Classroom
62. More on the iPad
Live Binders on iPad in Schools - a tremendous
amount of material
Mr. G Blog iPads, Web tools, math education
a CNN report
App Smackdown
iPad Apps in School great site by Richard Byrne
63. Even more on the iPad
ipads in the classroom - Kathy Schrock
Moms with apps blog
Smart Apps for Kids
my Pinterest board on iPad
iPodsibilities
blog, apps review, resources
Editor's Notes
Based on what I have used in my classroom + Introduction of self – Severe Special Ed. Teacher at middle school…autism, downs, cp, etc.