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The document discusses assistive technology (AT) and its importance in education. It provides definitions of AT devices and services. It also outlines key laws like IDEA that require consideration of AT to provide students access to education. The document discusses frameworks for selecting AT and examples of low-tech, mid-tech, and high-tech options that can help students access and engage with the curriculum. Overall, the document aims to increase understanding of AT and how it can support student achievement and access to instruction.
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This document discusses assistive technology (AT) and its role in bridging quality education. It defines AT as any item or system that improves functional capabilities for those with disabilities. AT can be low-tech like pencil grips or high-tech like specialized computers. Laws like the ADA and IDEA support students' access to AT. The IEP process is used to determine individual student needs and select appropriate AT solutions. Commonly used AT in schools includes word prediction, speech-to-text, augmentative communication devices, switches, and high-tech devices. Future directions for AT include advances in mobility, biomechanics, robotics, and funding sources are described.Educ 9430
This document provides an overview of various assistive technologies categorized into different areas including academic and learning aids, computer access, augmentative communication, and web resources. Academic aids include tools to assist with reading, spelling, writing, math, and organization. Computer access options cover adaptive keyboards, pointing devices, touchscreens, and on-screen keyboards. Augmentative communication solutions range from no-tech gestures to high-tech speech-generating devices. Finally, several websites are listed as resources for assistive technology information and tools.
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Assistive technology refers to tools that help people with disabilities function but are not intended to fix deficits directly. These tools can range from simple items like tape recorders to more advanced computers and devices. Laws like IDEA require schools to provide assistive technology and related services to students with disabilities so they can benefit from education. Examples of assistive technology include talking calculators for vision impairments, FM systems for hearing impairments, and eye-tracking software for physical disabilities. The tools are meant to help students work around limitations and focus on learning.
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This document defines assistive technology and discusses its use for students with disabilities according to IDEA. Assistive technology is any item or equipment that increases functional capabilities for students with disabilities. IDEA requires schools to provide individualized educational programs incorporating assistive technology. Assistive technology can aid communication, academic tasks, and participation. It includes devices like tape recorders, software for reading or writing, and joysticks for physically disabled students. Schools must evaluate needs, acquire devices, and provide training for students, families and teachers on assistive technologies.
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This document discusses assistive technology for students with disabilities. It defines assistive technology as devices that allow people with disabilities to have greater independence. The document outlines several types of disabilities that may be eligible for Individualized Education Programs (IEPs) and lists examples of assistive technologies that can benefit students with specific disabilities like ADHD, auditory impairments, or mild learning disabilities. These include technologies that aid with tasks like reading, writing, math, and note-taking. The document also notes that while technology can support learning, some instructional practices like organizing information or modifying materials can be done without devices.
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Assistive technology refers to any device or service that helps students with disabilities meet their education goals and participate in general education. Assistive technology can minimize needed assistance, improve work speed and accuracy, reinforce instruction, help students fit in, and motivate students to set high goals. The Individuals with Disabilities Education Act and Assistive Technology Act require considering assistive technology needs in students' education plans. Examples of assistive technology for different disabilities include cochlear implants for hearing loss, audiobooks for vision impairments, speech recognition software for learning disabilities, and alternative keyboards for physical disabilities.
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Assistive technology refers to any device, software, or equipment that can help individuals with disabilities by improving their functional abilities. Assistive technology can range from low-tech options like communication boards to high-tech computers and includes wheelchairs, educational software, and other aids. According to 2010 Census data, over 56 million Americans had a disability and nearly 38 million had a severe disability, with around 12 million requiring daily living assistance. The Individuals with Disabilities Education Act requires schools to provide assistive technology as specified in students' Individualized Education Programs to meet their needs. Common assistive technologies support people with hearing, vision, learning, and physical disabilities.
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This document discusses assistive technology and how it helps people with disabilities. It defines assistive technology as any item or equipment that helps individuals with functional limitations. Assistive technology can be low-tech like communication boards or high-tech like specialized computers and software. It is used in fields such as autism, blindness, deafness, mobility impairments, and more. Examples of assistive technology tools provided include sound field systems, word prediction programs, screen readers, and head tracking devices to control a computer with head movements.
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This document provides information about a course on universal design and assistive technology. It includes the course calendar, activities and information on universal design for learning guidelines. There is also information on accessible instructional materials including definitions of print disability, braille, large print, audio and digital text formats. The document outlines federal eligibility criteria for accessible materials and reviews options for accessing textbooks and core materials including Learning Ally, Bookshare.org and NIMAC. It discusses the assistive technology consideration and evaluation processes that are part of the IEP planning process. Contact information is provided at the end for assistive technology services.
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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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This document discusses the importance of assistive technology in education and its benefits for students with disabilities. It covers assistive technology for mild, sensory, and severe disabilities and examples like word processing software and communication technologies. The document also examines approaches to assistive technology like computer-assisted instruction and speech feedback, and how the definition of disability is evolving along with developments in educational technology.
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This document discusses assistive technology for students with disabilities. It defines assistive technology as devices that allow people with disabilities to have greater independence. The document outlines several types of disabilities that may be eligible for Individualized Education Programs (IEPs) and lists examples of assistive technologies that can benefit students with specific disabilities like ADHD, auditory impairments, or mild learning disabilities. These include technologies that aid with tasks like reading, writing, math, and note-taking. The document also notes that while technology can support learning, some instructional practices like organizing information or modifying materials can be done without devices.
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Assistive technology refers to any device or service that helps students with disabilities meet their education goals and participate in general education. Assistive technology can minimize needed assistance, improve work speed and accuracy, reinforce instruction, help students fit in, and motivate students to set high goals. The Individuals with Disabilities Education Act and Assistive Technology Act require considering assistive technology needs in students' education plans. Examples of assistive technology for different disabilities include cochlear implants for hearing loss, audiobooks for vision impairments, speech recognition software for learning disabilities, and alternative keyboards for physical disabilities.
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Assistive technology refers to any device, software, or equipment that can help individuals with disabilities by improving their functional abilities. Assistive technology can range from low-tech options like communication boards to high-tech computers and includes wheelchairs, educational software, and other aids. According to 2010 Census data, over 56 million Americans had a disability and nearly 38 million had a severe disability, with around 12 million requiring daily living assistance. The Individuals with Disabilities Education Act requires schools to provide assistive technology as specified in students' Individualized Education Programs to meet their needs. Common assistive technologies support people with hearing, vision, learning, and physical disabilities.
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Assistive technology refers to equipment or devices that can help individuals with disabilities increase or improve their functional abilities. The Individuals with Disabilities Education Act (IDEA) requires public schools to provide early intervention, special education, and related services to children with disabilities and mandates the development of an Individualized Education Plan (IEP) created collaboratively between parents and educators. The document discusses various types of assistive technology for individuals with visual, hearing, physical, learning, and speech impairments such as screen reading software, FM systems, specialized keyboards, reading programs, and communication devices.
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This document discusses assistive technology for special needs students. It defines special needs students and explains concepts like individualized education programs (IEPs) and least restrictive environments. An IEP is developed by a team including parents, teachers, and the student to set goals and determine needed supports. Assistive technology can be included in the IEP and ranges from low-tech to high-tech options across different types of disabilities. Examples of assistive technology are provided for students with disabilities like auditory impairments, learning disabilities, autism, and physical disabilities. Resources on assistive technology and specific disabilities are also listed.
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Assistive technology (AT) refers to any device or service that helps students with disabilities meet their IEP goals and participate in general education. AT includes devices that improve functional abilities as well as services that help select and use devices. Schools must provide AT if it is necessary for students to access education and receive a free and appropriate public education. Examples of AT for different disabilities include hearing amplifiers, reading devices, and switches for physical control.
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Assistive technology refers to any item, equipment, or system that is used to increase the functional abilities of students with disabilities. It can help with communication, academics, mobility, and more. Schools must provide assistive technology if it is required for a student to receive an appropriate education. There are many types of low-tech and high-tech assistive tools to aid students with various disabilities, such as visual impairments, hearing loss, learning disabilities, and physical disabilities. Teachers should understand students' needs, encourage AT use, and collaborate with teams to ensure students get the supports they require.
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The document defines assistive technology as any item or equipment that is used to help students with disabilities function better. Assistive technology can help with communication, academics, mobility, positioning, and accessing materials. Schools must provide assistive technology devices and services if they are part of a student's IEP. Examples of low-tech assistive technology include pencil grips and adapted textbooks, while mid-to-high-tech options include word processors, speech recognition software, and augmentative communication devices. The document also provides examples of assistive technology for specific disabilities, such as hearing impairment, visual impairment, learning disabilities, and physical disabilities. It concludes with tips for teachers on implementing assistive technology for students.
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Assistive Technology Project2
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.
Intel tools
The document discusses several tools provided by Intel to promote student-centered learning and higher-order thinking skills. The Intel Visual Ranking Tool helps students organize ideas, debate differences, and collaborate. The Seeing Reason Tool enables students to create visual representations of relationships between concepts. The Showing Evidence Tool provides a framework for students to make claims, identify evidence, evaluate evidence, and reach conclusions. The Assessing Projects Tool allows teachers to create strategic, content-specific assessments for diverse learners.
Assistive Technology Job Opening - Alaska
The Assistive Technology of Alaska is seeking an Assistive Technology Specialist. The specialist will provide assistive technology services throughout Alaska, including demonstrations, training, assessments, and implementation of assistive technologies. Duties involve serving clients in areas like computer access, communication, and low vision supports. Travel throughout urban and rural Alaska is required. The position requires experience in assistive technology and a Bachelor's degree.
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The document discusses assistive technology resources that can help students with disabilities. It describes how assistive technology can improve the functional capabilities of students and range from simple tools to sophisticated computer systems. Examples are provided of technologies that can assist with time management, auditory/listening, visual processing, math, reading, and writing disabilities. Strategies are also outlined to help students with inattention, impulsiveness, motor activity, mood, and providing well-rounded learning activities.
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This document discusses assistive technology and its use for students with disabilities. It explains that an Individualized Education Program (IEP) identifies goals and support needs for students with special needs. Assistive technologies can help students meet their IEP goals and are described for different disabilities like auditory impairments, attention deficit hyperactivity disorder, and learning disabilities. Examples provided include talking calculators, frequency-modulated amplification systems, optical character recognition, and programmable keyboards. The document concludes with steps for choosing the right assistive technology for a student.
93MorrisJ_assistive technology
This document discusses assistive technology and how it helps people with disabilities. It defines assistive technology as any item or equipment that helps individuals with functional limitations. Assistive technology can be low-tech like communication boards or high-tech like specialized computers and software. It is used in fields such as autism, blindness, deafness, mobility impairments, and more. Examples of assistive technology tools provided include sound field systems, word prediction programs, screen readers, and head tracking devices to control a computer with head movements.
Adaptive & Assistive Technology for Students with Special Needs
This document discusses strategies for integrating technology to support students with various needs, including cognitive difficulties, physical difficulties, sensory difficulties, at-risk students, and gifted and talented students. Specific software, websites and apps are presented for each group as technology-enhanced strategies. For example, for students with cognitive difficulties, reading and writing software as well as math drills and games are recommended. For physically disabled students, alternative keyboard and mouse access and screen reading software are presented.
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Enhancing general curriculum through assistive technology
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Enhancing general curriculum through assistive technology
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Adaptive & Assistive Technology for Students with Special Needs
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Assistive technology refers to equipment, gadgets, or items that help individuals with disabilities function independently. There are different levels of assistive technology from low-tech options like pencil grips to high-tech options like computers and software programs. Schools must provide assistive technology as outlined in a student's IEP, and colleges also have resources for students who need assistive technology. Employers are also increasingly providing accommodations through universal design and assistive technology to create accessible workplaces for individuals with disabilities.
Assistive technology presentation
Assistive technology refers to equipment, gadgets, or items that help individuals with disabilities function independently. There are different levels of assistive technology from low-tech options like pencil grips to high-tech options like computers and software programs. Schools must provide assistive technology as outlined in a student's IEP, and colleges also have resources for students who need assistive technology. Employers are also required to provide accommodations through assistive technology or universal design to allow individuals with disabilities to work.
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- 3. Participants in “Assistive Technology Turned Up!” will increase their knowledge of Assistive Technology(AT) by learning about: • Federal state legal contexts • Basic definitions and examples of AT • Frameworks to assist in the considering process for AT (and other related and supplementary services resources • Instructional and Assistive Resources that can provide access and engagement to the curriculum.
- 4. EHA 1975 access to schools DEA 1990 access to classrooms IDEA 1997 access to general education curriculum IDEA 2004 access to instructional materials
- 6. • Improved Student Performance • Increased Accountability • Strong Parental Participation • High Expectations For Student Achievement • Linked To The General Education Curriculum • Accessible Instructional Materials
- 7. IDEA 2004 affirms emphasis on AT as a means to support educational achievement • Requires consideration of AT in the IEP process • Places responsibility for decision-making with • ARD committees • Requires accessible instructional materials
- 9. SEC 300.5 - AT DEVICES SEC 300.6 - AT SERVICES
- 10. 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 such device
- 12. means Any Service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.
- 16. Part B Section 300.105 AssistiveTechnology
- 17. Section 300.324(a)(2)(v) Consideration Of Special Factors
- 18. • Free Appropriate Public Education (FAPE) • Least Restrictive Environment (LRE) • Related • Supplementary Services
- 20. • Auxiliary Aids • Physical Barriers
- 21. of ADA requires public entities to provide auxiliary aids and services, when necessary, to eliminate discrimination against individuals with disabilities, unless an undue burden would result. 42 U.S.C. § 12182(b)(2)(A) - Discrimination
- 23. states that physical barriers in existing facilities must be removed, if removal is readily achievable. If not, alternative methods of providing the services must be offered, if they are readily achievable.
- 29. • Complex Electronics • More Training • More Maintenance • Some Maintenance • Some Training • More Electronics • Simple • Little Maintenance • Limited/No Electronics No/Low Tech High TechMid Tech Assistive Technology
- 30. Resourcs That Provides Curriculum Access, Participation and Progress Low Tech Mid-Tech High Tech
- 34. Audio Textbooks
- 35. Multimedia
- 36. Highlighter Markers, Tape, and Color Film
- 37. Picture Books
- 41. Portable Word Processors (w/features such as text-to-speech, grammar & spell check, word prediction, etc. )
- 48. Enlarged Worksheets Graph Paper Graphic Organizers Interactive Notebooks
- 49. Web/Interactive Simulator Math Software
- 59. • No one on the IEP team is knowledge regarding AT • AT is considered for students with severe disabilities only • Educational staff is unware or uncomfortable about using AT on standardized test • Consideration of AT is limited to those items that are familiar to team members or are available in the district.
- 60. • Team does not use a consistent process based on data about the student, environment and tasks to make decisions. • If AT is not needed, team fails to document the basis of its decisions • Team members fail to consider access to the curriculum and IEP goals in determining if AT is required in order for the student to receive FAPE. • IEP team/district staff does not know what is available
- 61. The need for assistive technology must be related to an educational task or educational goal. “We just wanted to see what you had.” The Assistive Technology Department is NOT...