Case Study Jordan

Reading: Due to Kiara’s difficulty with reading and reading comprehension, reading to be challenging. She stated she reads at a slow rate and tends to wander off and not pay attention to what she had read. However, she went on to explain she understands the material better if it is read to her. Kiara had tried the Read and Write Gold program at Holyoke Community College. She liked having the videos she can look back on to remind her how to use the programs. The ATS would like to maintain continuity with the assistive technology at Holyoke Community College; having continuity with the Assistive Technology Department at Holyoke Community College will be significant to Jennifer’s success. The ATS is recommending Kiara use the Read and Write Gold program provided by Holyoke Community College. Since the ATS has the license to Holyoke Community College’s Read and Write Gold program the ATS installed the program into Kiara’s laptop for immediate use. The ATS advised Kiara to make an appointment with the AT department at Holyoke Community College to receive proper training. Kiara will need an All in One Printer; this will allow her to scan material into her computer when a digital format is not provided. Kiara should does not have adequate storage on her phone to download audio books. Kiara will need an iPod Touch in order to upload her audio books into an MP3 file for access when she is not at the computer. The ATS is recommending Kiara is provided with a 32GB iPod and

Smarthinking provides a variety of services for students who need help with their studies. The writing center would benefit me the most. There are times I make careless mistakes. However, the writing center is a resource that analyzes writing before submitting the final draft. It checks the spelling, grammar, sentence structure and helps corrects paper, and gave the organization in composing an essay (Bethel University, 2014).

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 in the digital age goes beyond eyeglasses, canes and wheelchairs. The more high-tech kind includes newer technologies that made a particularly dramatic impact on education.

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

Background/history: Jennifer is a 27 year old woman who lives with a roommate and two children in Ludlow Massachusetts. Jennifer’s primary disabilities include Bipolar Disorder and severe Anxiety. Jennifers secondary disabilities include Fibromyalgia and Degenterive Disc Disorder which makes sitting and standing difficult for long periods of time. Jennifer reports she has Dyslexia and ADHD, she is currently taking medication to help her with focus and concentration.

My Assistive Technology Implementation Plan artifact demonstrates my ability to facilitate the use of adaptive and assistive technologies to support individual student learning needs by allowing my student to master the standard using digital resources

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

When interviewing Courtney I asked about the different options of assistive devices or services available in our district for students with or without disabilities. She replied with iPads, chromebooks, laptops, scribes, magnifiers, cell phones, text-to speech, speech-to-text. All of the devices listed I personally believe can be very beneficial in the classroom and can help

Sasha is an 18 year old woman who struggles academically due to a Specific Learning Disability in reading, writing and math; she also possesses a secondary disability of Depression, anxiety, allergies, and sleep disturbances. She is presently taking medication for depression and sleep disruptions. Due to Sasha’s Specific Learning Disabilities she exhibits weakness in all academic areas which include; reading, reading comprehension, written expression, math calculations and math problem solving abilities. In high school Sasha received special education accommodations in all academic areas, special instruction in math and science, counseling and Speech and Language services.

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

All students in the United States are entitled to education in the least restrictive environment on an individual basis (U.S. Department of Education, 2004). For students to receive their least restrictive environment individual education plan (IEP) team of education and health care professionals needed to provide appropriate interventions to help a student to be successful in an academic setting. One of the disabilities that has specific interventions or technologies in place are the deaf or hard of hearing students. The average deaf or hard of hearing student graduates from high school with a third or fourth grade level (Mueller & Hurtig, 2010). Since their reading levels are so low, research of technology is needed to help boost academic

This chapter does not only focus on types of assistive technologies that support writing but it also goes into great depths in regards to many different aspects of writing that, on their own or together, can be frustrating for students. The text outlines 3 different elements of writing and these are the task environment, long-term memory and the writing process (prewriting, drafting, reviewing, editing and publishing.)

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,

Students using assistive technology to practice and build experience in functional skills should achieve greater independence which will enhance the quality of their lives .When students' quality of life is enhanced, everything else in their lives improves: school performance, social relationships, family and home life, and self-confidence all benefit from helping students find interdependence in living their lives and contributing at home, work, and school. Assistive technology has the ability to impact greatly on the lives of people with disabilities] Most students with disabilities can and do benefit from technology in the classroom. Incorporating technology increases students' motivation to learn and personalizes lessons to a student's