King assistive technology
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Assistive technology can benefit all students, not just those with severe disabilities. It is defined as tools that help individuals with learning disabilities leverage their strengths and compensate for weaknesses. Resources like apps and reading aids are available to assist struggling writers and readers. Schools are increasingly allowing personal devices, so teachers need recommendations for disability-friendly apps. Assistive technologies support students in adapting to their needs in all classes.
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Assistive technology
This document discusses assistive technology and its importance for students with disabilities. It describes various types of assistive technology that can support students in academics like math, reading, writing, and spelling. Technologies are available for communication, daily living, and mobility as well. Assistive technology ensures students with disabilities can participate in and benefit from their educational programs. While assistive technology can be costly, it is effective and enables students with learning disabilities or special needs to learn. Schools are responsible for providing appropriate assistive technology required by students' IEPs at no cost to parents.
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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.
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This document discusses assistive technology services provided by Heartland Area Education Agency 11. Assistive technology enables students with disabilities to actively participate in their education by helping them access information, communicate effectively, and increase productivity. It includes any devices or services that help increase the functional capabilities of students with disabilities. Heartland's assistive technology services focus on providing accessible instructional materials, specialized software, alternative communication tools, and computer/mobile device access to support students' educational achievement.
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This document summarizes the work done by the University of Alicante in Spain for the SWING project, which aims to promote accessibility for disabled students in higher education. It discusses the university's efforts to host visits, conduct needs analyses, help design accessibility centers, provide advising on assistive technologies, and oversee dissemination efforts. It also describes challenges observed during training in assistive technologies in Morocco and Egypt, such as students lacking knowledge on using technologies. Requests from students are mentioned, such as needing more research, resources, and documentation on accessible technologies in local languages. The document emphasizes the importance of assistive technology training and support staff at universities.
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Assistive technologies include any item or piece of equipment that is used to improve the functional abilities of individuals with disabilities. Devices can range from low-tech options like pencil grips to high-tech devices incorporating computer software. Low-tech assistive devices are often inexpensive and homemade, while mid-tech devices may be battery-operated and simple to use. High-tech assistive devices tend to be more complex and involve computers. Examples provided include alternative computer input methods and voice recognition software.
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References are provided on the last slide of the presentation
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This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, hardware, software and peripherals. The document provides specific AT resources for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
Web quest assistive technology
This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, software, hardware and peripherals. The document provides examples of AT for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
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Assistive technology
This document discusses assistive technology and its importance for students with disabilities. It describes various types of assistive technology that can support students in academics like math, reading, writing, and spelling. Technologies are available for communication, daily living, and mobility as well. Assistive technology ensures students with disabilities can participate in and benefit from their educational programs. While assistive technology can be costly, it is effective and enables students with learning disabilities or special needs to learn. Schools are responsible for providing appropriate assistive technology required by students' IEPs at no cost to parents.
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Assistive technologies include any item or piece of equipment that is used to improve the functional abilities of individuals with disabilities. Devices can range from low-tech options like pencil grips to high-tech devices incorporating computer software. Low-tech assistive devices are often inexpensive and homemade, while mid-tech devices may be battery-operated and simple to use. High-tech assistive devices tend to be more complex and involve computers. Examples provided include alternative computer input methods and voice recognition software.
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References are provided on the last slide of the presentation
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This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, hardware, software and peripherals. The document provides specific AT resources for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
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This document discusses assistive technology (AT) resources for students with disabilities in classroom settings. It defines AT as any technology used by individuals with disabilities to perform functions that may otherwise be difficult. Examples of AT include mobility devices, software, hardware and peripherals. The document provides examples of AT for students with auditory impairments, ADHD, and learning disabilities. It emphasizes that educators should strive to create inclusive and least restrictive educational environments as required by law, where students receive maximum benefits within regular classrooms as much as possible.
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Cell division
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ANIMALIA
PORIFERA(Hewan berpori/spons)
Ciri-ciri
Hewan multiseluler (metazoa) ,dengan tubuh berpori -poriS.
Belum memiliki organ pencernaan,sistem saraf,dan sistem peredaran darah
Pada bagian tengah tubuhnya terdapat ruangan yang di sebut spongosol
Hidup secara heterotrof
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Reproduksi secara aseksual dan seksual
COELENTERATA
Tubuhnya simetri radial
Berbentuk polip (nempel pada substrat) dan medusa (bergerak bebas) dengan tentakel berpenyengat
Memiliki rongga pencernaan (gastrosol), sistem saraf sederhana, dan tidak memiliki sistem eksresi
Hidup bebas secara heterotrof dengan menggunakan tentakel untuk meangkap mangsa
Habitat umumnya di laut
Reproduksi aseksual dengan pembentukan tunas oleh polip
Reproduksi seksual dengan pembentukan gamet oleh medusa (lihat gb . siklus hidup obelia)
PLATYHELMINTHES (Cacing pipih)
Tubuhnya simetri bilateral berbentuk pipih
Memiliki sistem saraf, sistem pencernaan dengan satu lubang, tidak memiliki sistem sirkulasi, respirsi dan eksresi
Hidup bebas di laut, air tawar, tempat lembab.
Bersifat parasit dalam tubuh hewan dan manusia
Reproduksi aseksual
Memiliki alat pengisap
Anavryta Unesco 2015
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The document provides an overview of the origins and early development of art from the time humans began moving out of Africa around 1 million years ago. It discusses how early humans created functional tools and objects like spearheads before beginning to represent the human form and animal forms in artworks around 30,000 years ago. Examples are given of early sculptures like the Human with Feline Head and Venus of Willendorf that represented the human form. The development of animal representations and techniques like cave painting are also summarized.
Using Technology to Create Emotions
The document discusses how technology can be used to create emotions at events. It notes that events are about raising voices, asking questions, meeting people, and creating bonds between participants and companies through conversation, engagement, and collaboration. It advocates using technology as a friend to enable social, local, and mobile experiences that create value and emotions by facilitating great user experiences. The document is promoting the services of myQaa for enabling these technology-enhanced experiences at events.
How Mobile Apps contribute to Event ROI
The document discusses how mobile apps can increase the effectiveness of meetings and events. It notes that traditional learning environments are often not very effective, with most participants not fully engaging or viewing the event as an opportunity to learn. Mobile apps aim to improve learning, increase networking opportunities, and extend the lifespan of the event. The document provides case studies of mobile apps enabling networking among 30,000 people, facilitating a brainstorming session with 1,200 executives, and gathering questions from 1,000 participants. It promotes using mobile apps to boost engagement and provide a seamless user experience to make events more effective.
Marketing book for po and clerk
This document discusses marketing concepts including marketing mix, marketing functions, storage and warehousing, and logistics management. It defines marketing mix as the combination of product, price, place, and promotion. Marketing functions are classified into exchange functions, physical supply functions, and facilitating functions. Storage and warehousing are described as important physical supply functions, with warehouses providing specialized storage and additional functions. Logistics management is defined as strategically managing the movement and storage of materials from suppliers to consumers.
Hadis tentang perumpamaan mukmin yang membaca al quran
Nota Kuliah PPPJ2312 Kajian Teks Arab dan Tamadun Islam
Pensyarah: Dr. Suhaila Zailani
JPATI, FPI, UKM
Work samples
This document contains summaries of multiple residential and community design projects including:
1. A single residence renovation in Boston featuring a larger master bedroom, added bedrooms, and new wood flooring throughout.
2. A multi-resident home renovation in Boston's South End neighborhood including reconfiguring the master bedroom and adding a roof deck.
3. A proposed co-housing community in Anchorage, Alaska taking biomimetic approaches to solar efficiency and enhancing connectivity through fractal patterns.
4. A concert hall project in Assemble Square, Massachusetts derived from the context of the industrial site and importance of circulations defining the community.
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The document discusses tools for identifying and assisting students with learning disabilities in the modern classroom. It notes that classrooms today are not uniform and teachers must be adaptable to students of varying performance levels. The Individuals with Disabilities Education Act (IDEA) requires that states provide services to eligible students with disabilities. Teachers can create student profiles to understand individual strengths and needs and develop Individualized Education Programs (IEPs) that incorporate assistive technologies. Examples of assistive technologies include hearing devices, speech apps, and spell check to help students with disabilities like dyslexia and dysgraphia. The Universal Design for Learning approach calls for diverse teaching methods to allow students to demonstrate skills based on their individual profiles.
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This document defines learning disabilities and areas they may occur in such as reading, writing, and math. It also defines key terms related to assistive technology, universal design for learning, ADHD, and recognition networks. Examples are given of assistive technologies including page turners, apps, magnifiers, tracking aids, and digital audio files that can help students with learning disabilities.
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This document provides resources for students with disabilities transitioning from secondary to post-secondary education. It outlines key laws like the IDEA and Rehabilitation Act. An IEP developed by age 16 outlines goals and resources. Transition challenges are addressed through programs, assistive technologies, and accessible reading services. Resources are provided by organizations like AFB, ATSTAR, and the National Library Service.
Assistive technology
This document discusses assistive technology and IEPs. It explains that an IEP is a plan to help students with disabilities succeed in school. Students can receive services like assistive technology devices, which are defined broadly as any item or equipment that improves functional capabilities. Examples include wheelchairs, hearing aids, software, and more. The document provides resources for finding assistive technology solutions and learning more about the IEP process.
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The Center for Applied Special Technology (CAST) has researched and developed Universal Design for Learning (UDL), an educational framework that recognizes learner variability and aims to provide flexible instructional techniques. UDL is based on three principles - providing multiple means of representation, action and expression, and engagement. CAST outlines nine UDL guidelines across these three principles to reduce barriers and support diverse learners, including those with disabilities, English learners, gifted students, and others. UDL uses technology and differentiated instruction to customize learning for each student. An example is the software Kid'sVid, which teaches video production skills through individualized projects and teacher evaluation rubrics.
Assistive Technology - Alma Young
This document discusses assistive technology and special needs. It defines special needs as referring to students with disabilities who receive an altered education program through an individualized education plan (IEP). It notes that the Individuals with Disabilities Education Act (IDEA) requires IEP teams to consider assistive technology devices and services for students with disabilities. Examples of assistive technologies are provided for different types of disabilities, including ADHD, auditory disabilities, and mild disabilities. Resources on assistive technology are also listed.
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This document outlines an introductory presentation on assistive technology and universal design for learning. It introduces the presenter and establishes ground rules for participation. The presentation covers developing a personal learning network to explore assistive technology and universal design concepts, with checkpoints to evaluate progress. Quizzes and examples are used to address common misconceptions about assistive technology and how it can benefit people with disabilities. The legal definition of assistive technology from IDEA is also provided.
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The document discusses how assistive technology helps students with learning disabilities and other impairments achieve success in the classroom. It explains that assistive technology allows teachers to better instruct and include these students, as well as monitor their progress. Laws like the Technology-Related Assistance for Individuals with Disabilities Act aim to enhance the availability and quality of assistive technology devices and services for all students.
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This document discusses strategies for enhancing the educational experience of all students in an inclusive classroom setting. It begins by providing context about the school's transition to including more special needs students. It then discusses the Individualized Education Program (IEP) and how assistive technologies, as required by the Individuals with Disabilities Education Act (IDEA), can help implement universal design for learning principles. Examples of low-tech, mid-tech, and high-tech tools are provided. The presentation concludes by sharing resources for teachers, including training programs, apps, associations, and lesson plans.
M4 wqat activity_a_seals
This document discusses strategies for enhancing the educational experience of all students in an inclusive classroom setting. It provides an overview of assistive technologies and resources that can help meet the needs of students with disabilities in both special education and general education classrooms. Examples of low-tech, mid-tech, and high-tech assistive tools are outlined. Traditional teaching methods without technology, such as using large print materials and collaborative learning, are also suggested. Resources for teacher training, applications, associations, and lesson plans are listed.
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King assistive technology
- 2. ASSISTIVE TECHNOLOGY: FACT OR MYTH? That kind of technology is only for the severe and profound students. MYTH!!!!!!
- 3. Defining Assistive Technology • National Center for Learning Disabilities: Tools used to help people with learning disabilities “leverage their strengths and work around or compensate for specific learning disabilities.” • Wikipedia: Any technology “that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.”
- 4. Resources for the Struggling Writers • Many schools are embracing BYOD. As a result, educators need a list of LD-friendly apps especially when working with students that have difficulty with writing. The NCLD presents a vetted list of mobile apps to target this need. • National Center for Learning Disabilities • Apps to Help Students with Dysgraphia and Writing Difficulties • http://www.ncld.org/studentsdisabilities/assistive-technologyeducation/apps-students-lddysgraphia-writing-difficulties
- 5. Resources for the Struggling Reader • The Georgia Department of Education provides a list of ATs • GADOE Assistive Technology Devices for struggling readers. This list • http://www.gpat.org/Georgiaincludes age ranges and skill Project-for-Assistiveareas covered by each tool. Technology/Pages/AssistiveTechnology-Devices.aspx • Select Assistive Technology Devices – Reading
- 6. Key Points to Remember • There are a variety of different disabilities, cognitive and physical • Disabilities do not go away, rather the person learns to adapt to their deficiencies • Assistive technologies can aid in this process of adaptation • There is a place for adaptive technology in all classes dependent on students’ needs