Assistive Communication Studies

Explain how using assistive technology can promote healthy emotional and social development. Discuss how you think young children and teens may be affected and how the affects may extend into adult life.

Also, beliefs and perspectives are important for using or applying any kind of augmentative and alternative communication systems (AAC), PECS as an example in teaching students with severe communication impairments. Therefore, teachers should have positive perspectives regarding using PECS in their classrooms. For example, teachers should feel that PECS as a method of AACs are effective for enabling students with severe communication impairments to communicate with their typical peers and supporting them to succeed in their

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,

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). 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, have helped people to find useful and easier ways to become educated.

In early education schools did not acquire assistive technology and special training for teachers. Education systems are affected because they do not acquire enough training to help disabled children to learn. Assistive technology has helped children to build up social skills by allowing them to learn by using assistive devices. Assistive technology has become a great resource in schools because students were allowed to engage in activities .The author explains the use of physical and cognitive increases the development of social skills and knowledge. Physical access helps children by using devices in order to communicate with others and hard time writing. Cognitive access helps students visualize when they do not understand

usage, family involvement and follow-up visits to schools. Qualitative and quantitative measures were used for the purpose of charting a holistic and detailed picture of the language and literacy development of the children using AAC. The goal of the study is to explore effective approaches for supporting communication (including oral language, literacy, and technology skills) among those who require AAC devices. They took part in an intensive, 4-week summer intervention program. The program was designed to explore effective approaches, content and contexts for supporting communication, including oral language, literacy, and technology skills for those who require AAC.

Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they

Educational Technology has been used by teachers for hundreds of years going back to the discovery of chalk and black boards. However, educational technology was developed for the masses, while assistive technology breaks down the child’s needs. Similarly, an example would be that a student with Down Syndrome may need software on his iPad to help him read, write, or talk, while a peer without this disability would not need that assistive technology. In this case, students with Down Syndrome benefit substantially from the various aspects of assistive technology. The ever growing field and knowledge of assistive technology has really helped students with DS. “Assistive technology for Down Syndrome is a new method that has been developed specifically to help special needs children in the classroom.” (Concordia Online Education, 2013) There are five big areas where assistive technology for students with Down Syndrome can assist the special needs of children in their classrooms. These areas include cognitive, writing, and cutting skills, as well as tactile opportunities and every changing technology. (Concordia Online Education, 2013) A common misconception of assistive technology is that it only pertains to devices of the electronic nature, but obviously this is not true. assistive technology can vary anywhere from a

Assistive Technologies: Assistive technologies should apply to a student’s free appropriate public education (FAPE) if it is necessary for them to make adequate progress in school. In the Board of Education of the Hendrick Hudson School District v. Rowley’s Supreme Court case of 1982, this was addressed (Osborne, & Russo, 2014). The court ruled that the school should provide supplemental aides, and other services such as assistive technologies if they allow the student to succeed at a similar rate as their peers, regardless of the cost of the service (Osborne, & Russo, 2014). Additionally, according to the Individuals with Disabilities Education Act (IDEA), assistive technologies can also be used to support students with disabilities and disorders in learning in the least restrictive environment (LRE) (Osborne, & Russo, 2014). However, it should be noted that schools do not need to offer assistive technologies if the student is able to make significant and adequate progress in their curriculum without it (Osborne, & Russo, 2014). If a student receives assistive technologies, then it must be documented in their IEP, and staff must be trained on how to use the technology (Osborne, & Russo, 2014). Moreover, if a student’s IEP addresses the use of assistive technologies, then the student should be provide with the service at home as well as school in order to meet the requirements of a FAPE as outlined in IDEA (Osborne, & Russo,

Assistive technology is a tool that helps people with disabilities do things more quickly, easily or independently. It can also be elaborate and expensive or even low-cost. Assistive technology supports the use of assistive technology devices, such as evaluations, equipment, technical assistance, demonstration and training.

Assistive technology can help alter the way students with disabilities learn in the classroom and how their work is completed. Educators can also benefit from technology by creating individualized lesson plans and learning about the different apps that could help their students. According to the reading “Teachers will need increased skills to select appropriate software, effectively integrate technology into the curriculum, and devise ways of assessing student work based on potentially complex individual and group projects” (PCAST,1997). The book also states that assistive technology “will continue to impact the emergence and refinement of instruction that involves the use of instructional and assistive technology to improve educational outcomes attained by students with disabilities (p221,2003). Assistive technology in the classroom has allowed for students frustration levels to become lowered and allows these individuals to reach their strengths while modifying their work in order to reach

Assistive technology solutions were discussed in the areas of reading comprehension, typing skills, note taking, math, time management, and physical

Back then, lawmakers and educators probably did not fully understand the potential that technology would one day have in a classroom, especially on those children who were non-verbal or disabled. Government decisions since then now require the consideration of assistive technology in the development of all individualized educational programs (IEP) for children with disabilities. In 1982, the U.S. Office of Technology Assessment (OTA) published the report: “Technology and Handicapped People”. This report concluded there was a positive impact from assistive technology for those with limitations and the technology can reduce their handicaps in the classroom setting. In 1987, assistive technology was included in the Amendments to the Developmental Disabilities Act. The Americans with Disabilities Act of 1990 further defined assistive technology as being within the framework of civil rights. Federal policies and programs are going to have to consider these new technologies that are coming every day. The goal of much of this new technology is to provide equal access to education for all children. Certainly as technology advances, so too will the cost to schools and educators to keep up with the latest

The results of this study further support previous research that students with communication deficits can be taught to use assistive devices as the alternative behavior (Durand, 1999).

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)