Assistive Technology

Assistive technology has been used for a while and has helped many people perform tasks like their jobs. People such as Tim Tucker (who is visually impaired) and John McCabe (who is blind) are finally able to do their

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).

Illinois Legal Aid. (2002, November). Retrieved from Disabilities Guidebook: Technology-Related Assistance for People with Disabilities: http://www.illinoislegalaid.org/index.cfm?fuseaction=home.dsp_content&contentid=205

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.

In the Overview of Assistive Technology and Implementation Video by Margina Busby, she gives a lecture on what assistive technology is and how it can be used in the classroom. I learned that assistive technology is “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 capabilities of individuals with disabilities.” Some examples of assisted technology are calculators, pencil grips, pocket dictionaries, communication systems (with or without voice output), adapted textbooks, and modified utensils. It is interesting to see all of the different forms of assistive technology that can be used in the classroom. I am currently taking a class

Assistive Technology: using devises whether they are electronic or not, to aid a child with disabilities to learn more efficiently. Examples: hearing aids, recorders, computers, etc.

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,

Jordan is a 19 year old woman who lives with her grandmother in Blandford Massachusetts. Jordan has a primary and secondary diagnoses which include: ADHD and Learning Impairments, Mood disorder, PTSD, high anxiety and depression. She has difficulty with focus, concentration, executive functioning, organization, retention, processing, recall. Joran has difficulty with the multi-step process in writing composition and math. She is referred for an assistive technology evaluation by MRCVC Tara Raymond to see if there is assistive technology that would be helpful as Jordan pursues her vocational goal.

Assistive technology and ePortfolios can pair well to assist disabled students and help create and maintain an environment for learning that will promote respect for and appreciation of human diversity. As time and technology goes on there have been great strides in integrating the blind into society on a basis of equality, ensuring full access to information technology and resources.

Students with intellectual disabilities present a distinctive educational challenge and need assistance achieving their academic needs (Luckasson & Schalock, 2013). To support students to meet their academic needs, Individuals with Disabilities Education Act (IDEA) requires each student with an intellectual disability to have an individualized education program (Gartin & Murdick, 2005). During this development, the individualized education program (IEP) team must consider assistive technology (AT) during the drafting of each student’s IEP. Assistive technology in special education services is identified as a potential effective intervention strategy to aid students to achieve their educational goals and objectives (Bouck, Flanagan, Miller,

Throughout this six week course, Meeting Individual Needs with Technology, we have researched the spectrums of Assistive Technology available for the individual and the classroom, and researched the different types of disabilities and how the Assistive Technology can aid students in navigating life and succeeding as individuals.

Behaviorally, students have a strong need for routines, develop an obsessive attachment to unusual object, such as rubber bands, have repetitive body motions, such as hand flapping, and are constantly in motion (Hutman 4). Children with ASDs also display many sensory problems, emotional difficulties, and delayed cognitive abilities (Hutman 5). These symptoms and difficulties affect the child’s development and learning (Jurgens 1). Children who are nonverbal do not develop social skills, while others may be delayed cognitively, have physical impairments, or have specific learning disabilities, such as dyslexia. Despite these issues, assistive technology (AT) is available to children to help them learn in the classroom. ATs are “defined as any device, piece of equipment or system that helps bypass, work around or compensate for an individual’s specific learning deficits (Stanberry 2). Ultimately, children diagnosed with ASDs have many technological resources to assist their learning in the classroom despite their listening and attention, mathematical, organization, reading, writing, and verbal communication

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.

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)