Assistive Technology Devices

An assistive technology device can be an item, software system, or piece of equipment used to increase, improve, or maintain the functional capabilities of a student with disabilities. It can help a person with a disability complete tasks they need to perform on a daily basis. Assistive technology services serve to directly assist students with disabilities in the selection or use of an assistive technology device. For some students with disabilities, assistive technology is important because they would not be able to benefit form their educational program. Assistive technology is a part of the Individualized Education Plan for each student. The educational team for the student must ask if there is a device that will improve their functional capabilities. If the educational team discovers that the child could benefit from a device that fits that description, the school district is required to provide the service along with training to use the device (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.

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,

Assistive technology (AT) is defined as “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 functional capabilities of

Dylan is an 19 year old male who lives in West Springfield Massachusetts. Dylan has been identified with a specific learning disability, which impacts hi reading fluency, reading comprehension and phonemic awareness, recall, and processing. Secondary disabilities include ADHD and anxiety. Dylan had received accommodations on an IEP throughout his educational career to support him with his learning style with reading, writing and math. This Spring Dylan plans on attending Westfield University and he will be living on campus. He has a vocational goal of receiving a degree in Human Services. Dylan has been working with his MRC counselor to identify appropriate supports that could be implemented to help him be successful with his academic goals. For this reason, an assistive technology

There are many sources that should pay for the assistive devices that assist people with disabilities. Each assistive device funding depends on the user and its use. Some schools pays for the assistive devices that are related to education and learning materials. Governments programs can pay for the assistive devices if they are prescribed by a doctor as a necessary medical device. Another source that pays for the assistive devices is private health insurance company if the assistive technology is necessary to be used or for rehabilitation. Employers may pay for assistive devices that can be used in the workplace when it is determined to be a reasonable material that help the employee perform his job tasks. However, people sometimes may pay

In Descartes, theory of duality states that the mind and body both hold completely different functions but work simultaneously together to create a functioning body. Similarly, assistive technology can become incorporated into the body enough where the individual views the technology and self as inseparable. It is important to take into consideration human embodiment when giving those that are disabled or impaired the option of assistive technology because it leaves room for them to consider individual

In a case study conducted by Flanagan, Bouck, and Richardson (2013), 51 special education teachers who taught literacy to seventh grade students in a Midwestern state completed a survey about assistive technology in the classroom. The survey included items about the use and effectiveness of low-tech assistive technology, high-tech assistive technology, and general assistive technology. The teachers reported using low-tech assistive technology such as highlighters and flashcards as well as high-tech assistive technology

Adults need assistive technology because this allows them to overcome barriers and live independently. This is an important issue because people want their freedom and independence when moving from school to the working world. Many different areas come into play when adults are going from high school to the real world, and require AT. Some of these requirements include: transportation, eating and food preparation, and safety. Each of these skills and abilities are required for daily living of any individual. However, many adults with disabilities are require assistive technology to accomplish these same goals.

This article explains how children with disabilities can utilize technology as a way to learn. Some of the technology equipment is known for assisting children with disabilities. Both high and low technology work for children in different stages of development. This also explains how some devices are not as simple to use as they may seem. Also in collaboration of the professional and child can make it easier when using technology, and it can help a child achieve success. Some of the equipment used in therapy sessions can be different than the ones used in the classroom (Mulligan, 2003). This means the child may have to adapt to the device in

These assistive technology teams are made up of teachers, occupational therapists and rehabilitation engineers. There can be different ways that assistive technology can help children, young people and adults the types of impairments or disabilities they can be mobility impairment, learning disabilities and cognitive disabilities. With assistive technology they help to provide children, young people and adults with the opportunities to help improve their confidence and quality of life if the child, young person or adult did struggle with daily tasks and

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.

Employing the same iSpring Free Camera Version 8 technology that was used in the adult learner video depicting the use of the professional editing software Paperrater, the activity was based upon the reading and language games generated by the ABCya.com Website, more specifically, “Refrigerator Magnets” for Ms. Smith’s first grade learners. Although the student subjects of the lesson were generally familiar with Website, they were not accustomed to the procedure of logging on as a group and following the lessons on their Chrome books while the video presentation was played on the interactive-whiteboard. The learning video, as discussed in the previous sections targeted adults, eager to learn; the teaching video was successful for the

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 to be considered for AT service at any time and the school must make this happen (International Society for Technology in Education, Bugaj, & Norton-Darr, 2010). When AT is part of the student’s program, the school district is responsible to make sure that it is providing the service to the child in question. The health care professionals and personnel who are involved with providing AT services includes many disciplines. In the school setting, the interprofessional team includes the child and family, occupational therapist, physical therapist, speech-language pathologist, educator, administrator, and psychologist (Willard & Schell, 2014). This approach is good because it ensures special needs children in the school system are thoroughly taken care of through the mixture of skills, competencies, and enhanced professional knowledge that come from multiple academic disciplines rather than one discipline.