Assistive Technology Device Evaluation

| Assistive Technology Evaluation | EDU 620 Meeting Individual StudentNeeds With Technology Instructor: Deborah Naughton | | Rhonda Reed | 11/20/2013 | | Assistive Technology Evaluation Assistive technology evaluation must be in an initial or three year reevaluation. In addition, to the assistive technology is that it’s an ongoing process which is driven by a lot of changes in the student needs, but not limited to the participation, access, curriculum, or environmental changes

Most children who need assistive technology (AT) receive the services while they are in school. Assistive technology devices and services are provided if necessary for a child to receive free and appropriate public education in the least restrictive environment (International Society for Technology in Education, Bugaj, & Norton-Darr, 2010). For children who receive services under IDEA, the need for AT must be considered, at least annually. (Willard & Schell, 2014). However, a parent may request

communicate anywhere he/she may go. Assistive technology can support the student by closing the gap between what the student is able to do now and what he/she could do with an Assistive Technology. Assistive technology has been successful to help develop students’ communication skills so he/she may interact with their environment (Bowden-Carpenter et al., 2014). The research suggests that using a communication

1. Identify the assistive technologies available to special needs populations in Illinois? 2. What types of assistive technologies are available? 3. What healthcare educational resources are available to special needs populations? 4. Does Illinois provide a comprehensive database of services and technologies available? 5. How do special needs populations’ access services in Illinois? 6. What additional assistive technology is available that is not currently used in Illinois? What are the challenges

Two models are connected to the technology performance. Utilization model is the most common model that is connected to the users’ attitudes, beliefs and also behaviors (Lin, 2012). The model shows that increased utilization leads to the positive performance impacts (Lin, 2012). The task-technology fit is the second model that indicates performance increases when the technology initiated features and support tends to fit the requirements of the tasks (Lin, 2012; Safar, 2008). In most cases, the performance

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.  Items that can be considered assistive technology are: Raised Lined paper- This can be used to aid in handwriting for students with deficits in fine motor skills, and helps them to remain in-between the lines. The lined paper also provides visual as well as tactile response for students. Text to speech software- Text to speech software is used

This weeks reading had us looking deeper into assistive technology. We read not only about different types of assistive technology, but, also about how these technologies can be used by students to gain access to information. Voice recognition technology and pointing devices were introduced this week. Both of these AT allow an individual with disabilities gain access to information. In the case of voice recognition software, students with limited hand movement or control are able to access the curriculum

walking, eating, washing or driving has necessitated the incorporation of technology into health and social care to enable these people improve their capabilities. There are over 3000 technologies that have been designed to enable these people live productive and fulfilling lives independently. However, when using these technologies, there are several ethical and safety considerations that require to be met. The assistive technologies have been beneficial both to the health and social care organizations

Occupational Therapy, Assistive Technology, and Vocational and Rehabilitation services. Transition Services Special education transition service is based on students’ needs preferences and interest. School boards are responsible for providing transition services for students.

theorietical structure behind it diversity, technology, globalism all contribute to the need to find a robust way to communicate learning activities, to help students move beyond rote understanding, and most especially a way to evaluate progress that is meaningful to not only their personal success, but to the needs of the contemporary school system in its continual justification for funding. One of the basic tenets of meaningful pedagogy, however, is in the evaluation of learning goals and targets. These