A Head Mounted Pointer for Physically Challenged Users

1.Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom.

This article focuses on the many forms of technology in relation to special education. The article discusses the “high” and “low” forms of technology that is available for students with special needs to help “bypass” or “compensate” for their disabilities. The article goes on to survey the current status of assistive technology for the special education population. In the end, the article uncovers that the use of assistive technology for the special education population is promising though uncertain. Assistive technology has proven to be beneficial for students with learning disabilities, as it would empower them to work beyond their normal capabilities (Lewis, 1998).

Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom.

Learning disabilities are neurologically based processing problems that can interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short-term memory and attention. (Pardun, 2015)

This technology includes voice amplifiers, wheelchair software, and other computing software to assist learning for those with a disabilities. The technology used is high tech especially in the wheelchair software. If the system was to fail it could lead to potential distress or harm of the individual in the wheelchair. In addition, staff must be properly trained so they are capable of carrying out the software

S: Page 315 mainly discusses the use of technology with children that have ASD, and their wellness, including health and safety, physical education, and sensory motor

With new technology comes new ways to let disabilied people use more items. An example is, voice recognition screen readers can help peole who are blind. For instance, eye-tracking programs can make using computers simple for people who can´t move their hands.

In this artifact, I researched for alternative technological tool(see Assistive technology.doc) for students with disabilities to represent how technology could be a great assistance for them. This assignment represents how technology could be used by all students no matter what they need. Therefore, in this assignment, I looked for tools and ways to implement access to technology resources for students who have neuromuscular difficulties, and/or difficulties of counting with her finger to show that there are varieties of technological tool for all the needs.

An assessment may be conducted by either the school, independent agency, or an individual consultant, and should include not only the person’s weaknesses, but also their strengths. Once a device is selected, then the user and people involved his or her life should receive training on how to use the device. Maintenance, repair, and replacement are other issues to keep in mind. Assistive technology is aimed at providing people with disabilities the devices they may need,

This week we read about the history of assistive technology and assistive technology. In addition, we read about the reauthorization of IDEA 1997 and how it changed the individual educational plan (IEP) by requiring that IEP teams consider assistive technology for all students with IEPs. (Grand Canyon University, n.d. Lecture 1) Initially, I thought that I had limited experience with assistive technology. It became clear to me this week through the readings, that many accommodations and methods I have used in the classroom, are actually a form of assistive technology. I am speaking of the low- tech tools, for examples, pencil grips, paper holders, sticky notes and reading guide to name a few. (Dell, Newton, Petroff, 2012, p.6.) In addition,

Living and learning with assistive technologies (AT) for disabled people is allowing them to lead virtually normal lives. Assistive technology in action videos I have recently watched introduced me to 3 people who are being assisted by this cutting edge technology.

Individuals with sight problems can adjust color and brightness to assist them in viewing programs. Children with hearing problems can adjust volume controls and replace noise commands with visual commands. For example, if a child clicks on a program that is unable to open, they can program the computer to respond with a verbal message informing them of the inaccessible program, as opposed to the usual noise response. “Laptop computers can provide high-tech tools for note taking because of their mobility”(Barfield, 2003, p. 1). Customized computers also offer many different options for individuals depending on their needs. Touch screens, and touch pads enable an individual to use a computer by simply touching a screen or pad with his/her finger. “This often allows students who have fine motor problems, inaccurate keyboard skills, or problems with spelling to complete programs without frustration (Olson, 2000, p. 344). Voice activated computers allow students to use a microphone to enter information into the computer. Positions of buttons and switches can also be changed to accommodate an individuals certain needs. Other parts of the computer can also be altered to aid an individual with special needs. For example, individuals with limited motor control often use a key guard. “A keyguard is a keyboard overlay with holes positioned over each key. This assists in stabilization of finger, hand, or stick movement (Ray, 1995, p.

Therefore, students who have a hard time planning paper and using high vocabulary words can use assistive technology. Cerebral palsy is a disorder that affects muscle control. This causes for the child's to not be able to write because they are not able to move and control movements. For example, students that have Cerebral palsy and muscular dystrophy are not able to hold a pencil. Students who have autism spectrum, struggle with the mechanics of handwriting. This can be frustrating and stressful and can lead to behavior problems (Dell, 2009). Disabled students can use low-tech adaptations for writing and prewriting graphic organizers to help them build social skills. This can help disabled by using graphic organizers to help them organize their thoughts by using diagrams. For example, students can manipulate their ideas in order to help them brainstorm towards their research topics. Also, students would use assistive devices to help them by using word document in order to help revise papers by getting feedback. Assistive technology enhances practice sessions in order for disabled children's to problem solve by communicating and using physical

Assistive technology in the digital age goes beyond eyeglasses, canes and wheelchairs. The more high-tech kind includes newer technologies that made a particularly dramatic impact on education.

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)