Case Studies for Meeting Students Needs

It is necessary for teachers and IEP committees to consider assistive technology for students with disabilities because AT offers many different benefits to students. AT can be used to assist students with communication deficits, assist students in completing assigned daily tasks, as well as assisting students in accessing materials and navigating the classroom. Assistive technology allows students to meet their goals academically and it allows students to access and

Children who have visual impairment usually have some vision; this can vary from each child. Some children may be able to see outlines of objects while others may only be able to tell the difference between light and dark. If a child has vision problems this nearly always initially delays their physical development. Their gross and fine motor skills would be affected because they would be unable to be as adventurous as children with good vision. Fine motor skills may not be in line with other children as the child would find it hard to do tasks that require precision such as threading beads or colouring a picture. Cognitive and language skills would also be affected, even if the child was able to read it would take longer to learn especially if it involved using braille. With the right interventions in place there is no reason why a child with visual impairment would not be able to catch up with their peers.

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).

Based on Crystal's most recent data and previous evaluations, Crystal will benefit from Special Education services and accommodations to show growth and interact with grade and age-appropriate texts and reading material. She will need accommodations such as extended

Davis, J. (2013). What Can you do to Help Students with Visual Impairments. Educational News , 26-32.

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.

There are many resources a teacher can refer to in order to determine the visual and academic ability of a student with a visual impairment. It is always best to consult the primary source, the student, who often knows what their needs are. It is important to form a relationship with the student because they will feel more comfortable expressing those needs to their teacher. Another helpful source are parents and guardians, they live with their child, therefore know their strengths and weaknesses, as well as understand the child more. Parents might also be able to inform the teacher on what works best for their child. Teachers should also look over their student’s individualized education program (IEP), which will have a lot of useful information. For example, the IEP will describe a child’s strengths and weaknesses, academic goals, instructional and physical accommodations and/or modifications, and a list of additional services and/or assistive technology devices. Furthermore, traditional teachers can consult with a teacher for the visually impaired (TVI) who can suggest strategies that will help the student learn more effectively. The last resources, includes an orientation and mobility (O&M) specialist, who helps visually impaired students navigate in the classroom and at school, such as on the playground and in the cafeteria.

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

After watching the video about Rachel Kolb, who has trouble hearing, the insights I gained were not to put limitations on children who are deaf or have trouble hearing. Educators must give these students words of encouragement rather than bringing them down like one teacher did to Rachel. She mentions that she is more than disabled. She is just like everyone else and is capable to do everything like everyone else. Rachel is a great inspiration to all children with disabilities. She courage’s to go beyond the expectations. Rachel would love to be a writer one day and she states that people do not think she could do it but with her motivation, nothing will stop her. Some of the education considerations described in chapter 11 for learners with

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.

The article talks about how there are diverse ways to help children with disabilities learn to read. It talks about shorting the text, rewriting the text, making a summary, using pictures, and numerous other examples. It can be difficult to each student how to read so educators and other ones have come up with a way to help.

A visually impaired student lives in a small town where he is the only blind person. The student has repeated a grade, reads below grade level, and has a plethora of functional vision. The presence of functional vision makes it seem as if he can complete all assignments using large print. His educational plan does not include large print or braille despite his exceptionality, visually impaired. However, the regular educator understands that the student works better with large print materials. The parents are uneducated about blindness and only know one visually impaired person, their child. They are also unaware of his right to receive braille instruction unless an evaluation determines that Braille is inappropriate. (IDEA, n.d.)

Living and learning with assistive technologies (AT) for disabled people is allowing them to lead virtually normal lives. Assistive technology in action videos I have recently watched introduced me to 3 people who are being assisted by this cutting edge technology.

Individuals with sight problems can adjust color and brightness to assist them in viewing programs. Children with hearing problems can adjust volume controls and replace noise commands with visual commands. For example, if a child clicks on a program that is unable to open, they can program the computer to respond with a verbal message informing them of the inaccessible program, as opposed to the usual noise response. “Laptop computers can provide high-tech tools for note taking because of their mobility”(Barfield, 2003, p. 1). Customized computers also offer many different options for individuals depending on their needs. Touch screens, and touch pads enable an individual to use a computer by simply touching a screen or pad with his/her finger. “This often allows students who have fine motor problems, inaccurate keyboard skills, or problems with spelling to complete programs without frustration (Olson, 2000, p. 344). Voice activated computers allow students to use a microphone to enter information into the computer. Positions of buttons and switches can also be changed to accommodate an individuals certain needs. Other parts of the computer can also be altered to aid an individual with special needs. For example, individuals with limited motor control often use a key guard. “A keyguard is a keyboard overlay with holes positioned over each key. This assists in stabilization of finger, hand, or stick movement (Ray, 1995, p.

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)