Assistive Technology

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).

He focuses on how technology is supposed to significantly impact a student’s performance and completely forgets to mention how important technology may be for someone who cannot learn well without responsive instruction; for example, technology in the classroom can be beneficial to students that are physically or mentally impaired. On the contrary, the article ‘Technology and Literacy for Adolescents with disabilities’ describes how technology “can be universally beneficial for all students as a vehicle for learner engagement or conveyance of instructional content, and it can also promote participation, learning, and performance by students with disabilities”(King-Sears, Swanson, Mainzer, 569). The article then illustrates an example of how technology can specifically facilitate classroom learning by stating “For example, an electronic picture board with voice output might be considered assistive technology for a student whose disability included significant oral language deficits” (King-Sears, Swanson, Mainzer, 569). In this sense, technology does have a significant role in students’ life, not only making it important, but necessary. Also as mentioned above, the performance of these students have been affected in a significant way. Throughout the article, they describe how these new assistive technologies have changed the two specific students, Brian and Michelle. Brian has dysgraphia which prevents him from being able to transfer his thoughts onto paper and Michelle has Asperger’s Syndrome, which gives Michelle “genius-level intelligence” (King-Sears et al.). The technologically advanced tools that they have both been given are not only specialized to assist them, but also help them do tasks that

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.

When thinking about assistive technology (AT) we are usually thinking about some device that helps students with disabilities. AT is more than that, a tool, software, piece of equipment or service. Appropriate AT helps student with disability work around his challenges in performing tasks using their abilities in order to meet their IEP goals in least restrictive environment accessing common core curriculum. It is very important for student with disability not only to have a device but also to have the support and services on how to use to the device and how device could be best adopted to their needs. IEP team is responsible for considering AT for all students with disabilities and that is individualized process. If needed school district

In 1984 five clinicians from North Shore Children’s Hospital in Salem, MA founded the Center for Applied Special Technology (CAST). They met in a local pizza parlor and conceived the idea to “explore ways of using new technologies to provide better educational experiences to students with disabilities.” They were given an anonymous grant of $15,000 to get started and CAST began to focus on how technology could enhance the learning experiences for students with disabilities (CAST Timeline 2015). Today UDL is being applied in classrooms other learning environments to better accommodate the learning styles of all students. UDL is a powerful and flexible form of curricula, which is designed to embrace and enhance the natural variability of learners (Glass, Meyer, Rose 2013).

Technology-based interventions where the word “technology” is defined as “the practical application of knowledge” (Merriam-Webster’s Collegiate Dictionary 1994, cited in Goldsmith 2004) and widely used to describe electromechanical devices in the twenty-first century. The term “Assistive technology” serves as temporary or indefinite use of these interventions to help ASD children. (Goldsmith) The perception of technology use in disability support has been changing over the years; nowadays it is associated with not only assistive technologies but learning technologies as well. (Knight 2013)

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,

There many reasons why assist technology (AT) is not used more in schools today, according to the video. One reason is school administration and personnel lack the knowledge of the many different assistive technologies available for students. Likewise, the use of assistive technology is often not excluded in the planning process. I believe most teachers mistakenly assume that the inclusion of AT in the planning and implementation of instructions is more timing consuming then it really is. In addition, I think many teachers mistakely assume that some of these technologies would not benefit students other than students with disabilities. In the video, the first AT device I saw was a electric wheelchair. This AT device allows students who are

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

Why is the role families’ play in the process of selecting and using an assistive technology so important? Well for one, the parents or guardians, of a child with a disability that requires assistive technology, knows their child like the back of their hand. They know what their child is capable of using and what will be beneficial for their child to succeed. Assistive technology refers to the devices and services that can be used to increase, maintain, or improve a student’s capabilities. This means that parents should have a good idea on whether or not a device is right for their child.

Every Mac comes with standard assistive technology features that help people with a wide range of disabilities. Assistive technologies for Mac comes in the OS X. If you are blind or have low vision problems there is already a variety of assistive technologies built in OS X such as screen reader, screen and cursor magnification, and dictation. Voice over is the screen reader that comes standard with every Mac. It includes text-to-speech and it tells you exactly what is going on with your computer as well as what’s going on with the apps. Text-to-speech is compatible with using physical gestures, a keyboard, or a braille display. Furthermore, Text-to-Speech comes with Alex as the voice of Mac. Alex who speaks in a natural tone and comes with over 30 built in languages. The Zoom feature in Mac is basically a built-in magnifier that allows you to magnify the screen up to 20 times. The Zoom feature allows you to keep whatever you’re looking at, at its original size and it will open the zoomed area in another window. The dictation feature lets you talk where you would type, so you basically use your voice as the keyboard. Dictation also converts words into text and it has more than 50 editing and formatting commands. Contrast options and cursor size are also features

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

Assistive technology is an abundance in everyday lives. It helps people with disabilities function more independently and more efficiently. Instead of people always needing the assistance of others they can accomplish things on their own. For example Verizon wireless has created an app to help the blind read text and write. Not every issue is treated the same , depending on your disability there are different treatments. Here are some examples of assistive technology that will help people in their everyday lives. For example a person with the disability of being deaf would not get the same treatment as a person who is blind because of their necessities here are some examples of assistive technology providing independence in people's everyday

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)