Intellectual disability
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Intellectual disability is characterized by an IQ of 70 or less and difficulties with complex information, logical thinking, following directions, and abstract thought. Teachers should break learning tasks into smaller steps, modify their teaching approach, use more visual aids, and provide direct feedback. Assistive technology can help with communication, environmental controls, mobility, education, and adapting sports and games by slowing them down or using low-to-high tech devices.
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Assistive technology can increase, maintain, or improve the functional capabilities of individuals with disabilities. It provides alternative methods to accomplish tasks that were formerly difficult or impossible. Assistive technologies fall into three categories: no-technology devices require no electronics; low-technology devices are electronic but without complex computer components; and high-technology devices utilize sophisticated multifunction technology and computers. Examples of each category include eyeglasses, tape recorders, and alternative keyboards respectively.
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This document discusses assistive technology (AT) and examples that can help students with various disabilities achieve success. It defines AT as devices that assist people with disabilities and notes laws like IDEA require schools to provide AT. Examples described include computer software, hearing aids, wheelchairs, and communication devices. The document also provides specific AT suggestions for students who are deaf, blind, learning disabled, or physically disabled, such as screen readers, mobility canes, calculators, and speech recognition software. The overall message is that a variety of AT tools can help meet the needs of all students.
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The document discusses assistive technologies that can help students with disabilities access education. It begins by explaining laws like the Individuals with Disabilities Education Act that require schools to provide educational assistance and accommodations. It then outlines categories of assistive technologies and specific devices that can help students with disabilities in areas like academics, communication, vision, and hearing. Examples provided include Kindles, speech-to-text software, and magnifiers. The document emphasizes that assistive technologies promote independence and allow students to meet goals defined in individualized education programs.
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This presentation discusses assistive technology and its uses for students with disabilities. It defines assistive technology as any equipment, software, or product that helps individuals with disabilities maintain or improve their functional abilities. The Individuals with Disabilities Education Act governs how states provide services to children with disabilities from birth to age 21. Assistive technologies can help students with learning and attention issues, work around challenges while emphasizing strengths, and improve success, confidence, and independence. Examples of assistive technologies that address different learning challenges are also provided.
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Assistive technology (AT) refers to physical aids that help people with disabilities perform tasks they could not otherwise do without assistance. Examples include wheelchairs, touch screens, and voice-to-text software. Three key laws require schools to provide AT to students with special needs: the Rehabilitation Act of 1973, the Technology Related Assistance for Individuals with Disabilities Act of 1988, and the Individuals with Disabilities Education Act of 1990. AT can aid with cognitive functions, communication, computer use, daily living, environmental control, hearing, mobility, recreation, switching, and vision. The SETT process evaluates which students may need AT by considering the Student, Environment, Tasks, and Tools.
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This document discusses assistive technologies for students with special needs and disabilities. It provides 8 tips for working with special needs children, such as interacting with them, being consistent and flexible, and using visual or tactile cues. The document outlines assistive technologies including no-tech, low-tech, and high-tech options for disabilities like hearing impairment or mild disabilities. Technologies can range from fill-in-the-blank outlines and videotaping classes to FM systems, computers, and amplified phones and alarms to help those with special needs function and communicate better.
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Universal Design for Learning (UDL) is an educational framework that provides flexible approaches to content, tools, and teaching methods based on learner differences. Assistive technology (AT) refers to tools that help students with disabilities perform educational tasks and activities independently. When selecting AT, factors like the individual, tasks, technology, and setting must be considered. Examples of useful AT devices for college students include text-to-speech software, note-taking pens, speech recognition, and organization apps. Proper AT selection depends on usability, reliability, support availability, and matching needs to functions.
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The document discusses how technology can be integrated into education. It provides examples of technologies like smartphones, tablets, laptops, e-readers, software, and internet resources that can be used for learning. These technologies provide a wealth of information, videos, tutorials, and other media that help students understand topics easily. While some experts argue that technology can reduce imagination and thinking, the document argues that when used properly, technology in education provides limitless knowledge acquisition and clear understanding through visual and audio aids.
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This document discusses assistive technology (AT) and how it can help students with disabilities. It defines AT as any item or equipment that increases functional capabilities for students with disabilities. Individualized Education Programs (IEPs) are developed for students who need them and address needs related to disabilities like ADHD, hearing impairment, and autism. The document outlines steps for implementing AT and describes various types of AT for different disabilities, such as touchscreens for motor skills issues, audio books for reading difficulties, and electronic worksheets for ADHD students. It also provides information on Georgia's program to increase students' access to AT.
How to incorporate udl into technology to reduce cognitive load
The document discusses how to incorporate Universal Design for Learning (UDL) principles into technology to reduce cognitive load for all learners. It notes that a significant portion of the population has disabilities and technologies must be accessible. Cognitive overload can be caused by difficultly using technology, too much new information, lack of connection to prior knowledge, unnecessary information, and poor organization. The document provides many guidelines for designing accessible technology, such as reducing effort needed, limiting linguistic complexity and distractions, ensuring ease of use, enabling assistive technologies, and aligning information to users' prior experiences. Proper handling of images with alt text and avoiding flashing/animated images is also advised.
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This document defines key terms related to assistive technology and disabilities. It discusses various types of assistive technology including no-tech, low-tech, and high-tech devices that can increase functional capabilities for those with disabilities. Legal directives supporting assistive technology and inclusion of students with disabilities are outlined, including the Technology Act of 1988, the Individuals with Disabilities Education Act of 1997, and No Child Left Behind of 2001. Universal Design for Learning is introduced as a framework for creating flexible instruction to accommodate learner differences. Examples are given for how technology can be integrated to support students with mild, moderate, and severe disabilities as well as those with sensory and physical disabilities or at-risk behaviors.
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The document discusses assistive technology, which refers to devices and services that help people with disabilities function independently. It defines assistive technology and explains that devices promote greater independence by enabling tasks that were formerly difficult or impossible. The document also outlines different types of assistive technologies for communication, learning, daily living, and more. It emphasizes that assistive technologies should be identified through each student's Individualized Education Program to determine the accommodations needed.
Assistive Technology WebQuest-TMayo
This document discusses assistive technology and its role in meeting the needs of diverse learners. It defines inclusion, the Individuals with Disabilities Education Act (IDEA), and the concept of the least restrictive environment. IDEA requires that students with disabilities receive a free and appropriate public education in the least restrictive setting possible through an Individualized Education Program (IEP). The IEP may incorporate assistive technology to help students achieve their academic goals. Assistive technology encompasses any item or piece of equipment that helps individuals with disabilities maintain or improve their functional abilities. It can range from low-tech to high-tech options and is categorized based on the type of support it provides, such as for mobility, instruction, communication,
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Education Consultant
The document discusses the role of technology in education from different perspectives. It outlines how ICT (Information and Communications Technology) can be used as an educational tool to enhance learning. It also describes how the appropriate use of technology may change as students progress through different grade levels, from basic pretend devices in early grades to more advanced research, collaboration and presentation tools in later grades. Finally, it discusses perspectives on how technology impacts learning and the role of an education technology consultant.
Assistive Technology Presentation
This document discusses assistive technology solutions that can help students with various disabilities achieve academic success. It begins by outlining common types of disabilities such as learning disabilities, ADHD, autism, and sensory impairments. Six steps for finding assistive technology solutions are then presented: collecting student information, identifying activities, observing interactions, brainstorming solutions, implementing interventions, and evaluating outcomes. A variety of assistive technology tools are described that can help with areas like listening, math, organization, reading, and writing. Specific solutions are also provided for disabilities including ADHD, auditory impairments, and mild disabilities. The document concludes by listing additional resources for memory, reading, writing, and math.
M4 Assistive Technology Presentation ITEC7530 Summer 2014 Dr. Carlson
This presentation discusses assistive technology for students with special needs. It defines special needs as disabilities covered by the Individuals with Disabilities Education Act, including physical, mental, emotional and learning disabilities. Federal law requires these students have an Individualized Education Plan created by a team to set goals and determine support. The presentation then discusses strategies for teaching special needs students and examples of low-tech and high-tech assistive technologies that can help with tasks or improve functioning for students with disabilities affecting areas like attention, learning, hearing and more. Useful websites for finding more assistive technology resources are also provided.
Assistive tech pp elmore ed505
This document discusses assistive technology (AT) and examples that can help students with various disabilities achieve success. It defines AT as devices that assist people with disabilities and notes laws like IDEA require schools to provide AT. Examples described include computer software, hearing aids, wheelchairs, and communication devices. The document also provides specific AT suggestions for students who are deaf, blind, learning disabled, or physically disabled, such as screen readers, mobility canes, calculators, and speech recognition software. The overall message is that a variety of AT tools can help meet the needs of all students.
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How to incorporate udl into technology to reduce cognitive load
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Muscular dystrophy is a group of genetic disorders characterized by a progressive loss of muscle mass and strength. The most common form is Duchenne muscular dystrophy, which affects young boys and causes muscle weakness, difficulty walking, and breathing and cardiac problems. There is currently no cure for muscular dystrophy, but symptoms can be improved and progression slowed through treatments, while researchers are testing gene therapy as a potential cure.
Mixed hearing
Mixed hearing loss is a combination of conductive and sensorineural hearing loss. Conductive hearing loss occurs when sound transmission is impaired through the outer or middle ear, while sensorineural hearing loss results from dysfunction in the inner ear or auditory nerve. Mixed hearing loss can be caused by ear infections, childhood illnesses, head trauma, family history, or complications during pregnancy. People with mixed hearing loss may have difficulty hearing clearly or fully, frequently ask for repetition, tire easily from straining to hear, and avoid social situations. While conductive hearing loss may sometimes be medically treated, sensorineural hearing loss is usually permanent. Hearing aids can help with mixed hearing loss if no active ear infection is present.
Alcoholism
Alcoholism is defined as an addiction to alcoholic beverages or the mental illness resulting from alcohol dependency. Statistics show that over 100,000 people die each year from alcohol-related causes, with three in four alcohol poisoning deaths involving people ages 35 to 64. Signs of alcohol abuse include health problems caused or worsened by drinking, injuries while drinking, and an inability to control drinking amounts. Resources for help include counseling services and support groups.
Sensory processing disorder
Sensory processing disorder is a condition where the brain has difficulty processing sensory information from the environment. People with sensory processing disorder may be over-sensitive or under-sensitive to stimuli like sounds, textures, or movement. They may struggle with motor coordination, spatial awareness, focus, and adapting to changes. While the causes are unknown, it may relate to genetics, birth complications, or environmental factors. Occupational therapy aims to help individuals better tolerate and respond to sensory experiences through controlled exposure and play-based activities.
Rad
Reactive attachment disorder (RAD) occurs when infants do not form healthy emotional attachments with their primary caregivers due to neglect of their emotional and physical needs. Children with RAD experience serious social and emotional neglect early in life which disrupts typical attachment development. Symptoms include being detached, uncaring, defiant, and lacking emotions besides anger. Treatment involves strengthening the relationship between the child and caregiver through therapy. RAD that goes untreated can persist into adulthood as personality disorders due to the brain injury caused by early abuse and neglect.
Physical child abuse
This document discusses physical child abuse, including its definition, signs, statistics, and resources available. Some key points:
- Physical child abuse is defined as physical injury inflicted on a child by other than accidental means. Signs can include bruises, burns, fractures, and internal injuries.
- Nearly 700,000 children are abused in the US annually, with over 1,600 dying from abuse or neglect. In Wisconsin in 2015, there were over 42,000 child abuse reports involving 35,000 children, with 871 substantiated cases of physical abuse.
- Symptoms of abused children can include injuries that don't match stories, untreated medical issues, reluctance to go home, and behavioral changes like nightmares
Oppositional defiant disorder (odd)
Oppositional Defiant Disorder (ODD) is characterized by frequent and consistent periods of irritation or argumentation toward authority figures that typically begins in preschool years. The DSM-5 lists symptoms including angry/irritable mood, argumentative/defiant behavior, and vindictiveness that negatively impact work, school, or family and last at least 6 months. There is no single cause identified but potential factors include genetics, parenting styles, brain chemistry, and social environment. Treatment focuses on therapy and training for both the child and parents to improve communication and behavior through techniques like parent training and cognitive training.
Neglect
Child neglect is the most common form of child abuse and occurs when a caretaker fails to provide for a child's basic needs. It can negatively impact a child's development physically, mentally, and emotionally. There are different types of neglect including physical, medical, emotional, and educational. Signs of neglect include behavioral and emotional issues. Neglected children are more likely to experience mental health problems and relationship difficulties later in life. Nearly 700,000 children are abused annually in the US and neglect is the most common form, affecting about 1 in 10 children. Therapy and prevention programs aim to help neglected children.
Mixed hearing
Mixed hearing loss is a combination of conductive and sensorineural hearing loss. Conductive hearing loss occurs when sound transmission is impaired through the outer or middle ear, while sensorineural hearing loss results from dysfunction in the inner ear or auditory nerve. Mixed hearing loss can be caused by ear infections, childhood illnesses, head trauma, family history, or complications during pregnancy. People with mixed hearing loss may have difficulty hearing clearly or fully, frequently ask for repetition, tire easily from straining to hear, and avoid social situations. While conductive hearing loss may sometimes be medically treated, sensorineural hearing loss is usually permanent. Hearing aids can help with mixed hearing loss if no active ear infection is present.
Incarcerated parents
Over 2.7 million children in the United States have an incarcerated parent. Fathers make up 92% of incarcerated parents. Children of incarcerated parents are twice as likely to have learning disabilities and higher rates of depression. They also exhibit more antisocial behaviors, academic issues, and problems with developmental milestones. Teachers can support these children by being sensitive to triggers related to incarceration, talking to children about their feelings, and using books and resources to help children feel less alone.
Fragile x
Fragile X syndrome is an inherited condition caused by a defect on the X chromosome that results in intellectual disabilities ranging from mild to severe. It is characterized by symptoms such as intellectual disabilities, attention issues, anxiety, autism-like behaviors, sensory issues, speech delays, seizures, and in males large testes after puberty. The condition is caused by a DNA mutation that results in the FMR1 gene being switched off and the FMRP protein not being produced, preventing normal brain development. While there is no cure, treatments can help minimize symptoms and include education, medications, and therapy.
Eating disorders
The document discusses common eating disorders such as anorexia nervosa, bulimia nervosa, and binge eating disorder. It provides details on myths and facts about eating disorders, including that they have the highest mortality rate of any mental illness and can affect both men and women. Signs and symptoms of bulimia nervosa and anorexia nervosa are outlined. The document concludes by discussing supports and treatments for eating disorders such as family-based therapy and cognitive behavioral therapy, and notes that recovery is challenging but possible.
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