Essay on History of Special Education in Public Schools

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

Assistive technology is any device, aids or services, that substitute or compensate for an impaired physical or mental ability. (Grand Canyon University. n.d. Lecture 1) There are a number of assistive technology devices available to use with students. The members of the IEP team will collaborate to determine the devices, if any, that fit the needs of the special education student. There is a range of options available, from low-tech devices using no electronics and usually inexpensive, to high-tech devices, that are often computer based and can be expensive. (Dell, Newton, Petroff, 2012) Some examples of a low-tech assistive devices are, pencil grips and extra wide pens or pencils. These devices will aid the student with fine motor problems and help them to write and draw in

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

The summary of this article is to look at using technology and how it can help students with disabilities to enhance and improve their independence in academic and employment responsibilities, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This article discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. The article summarizes the important principles that are needed to be considered in the incorporation of technology in educating or training students with

Assistive Technology is a term used to describe any method or methods that facilitates communication that can help people who are unable to communicate using any one or more modalities. These devices include both unaided and aided systems like signing and gestures do not require special material or equipment. Aided systems on the other hand employ such items such as special computers, use picture charts, books, and other materials AAC methods may vary and may be personalized to meet the needs of these individuals many forms of AC including assistive technology component that range from high to low tech strategies we also referred items systems and equipments which have been customized in keeping or improving

Assistive technology (AT) can help bridge the gap between children with disabilities and an inclusive education classroom experience. AT can make a lot of tasks that are deemed impossible for a child with a disability possible. Overall, this article assesses the different needs and concepts within AT. The article looks at very valid and crucial considerations, which must be considered when identifying the appropriate AT for a child with a disability. Some of these considerations include the child’s strengths and weaknesses, the different types of ATs that are available, the ease of use of the AT device, whether the type of AT matches the child’s needs and preference, and training and maintenance cost of the AT. In order to be able to competently make these considerations, the teachers and professionals around the child must be

The purpose of this paper is to demonstrate how the personalised technology can be used and adapted as a tool to be benefit the safety and quality of the life of the people with learning disabilities who are having complex and multiple needs. The supported public by the national charity, who are with learning disabilities, and their families, concentrates on the introduction of the personalised technology of its services that provides training and work opportunities for people with significant physical and learning disabilities.

The purpose of utilizing assistive technology for these students is to allow them to accomplish tasks they normally could not do on their own, due to their respective impairments. Assistive technology contributes to normalcy between the educator and student by allowing the student to actively participate in their own learning. This allows for an increased independence for students with learning disabilities, and educators to feel confident that they have the tools to achieve their desired results. This results in the giving the student a level playing field to achieve success in the classroom and integrate assistive technology in their daily lives for leisure and work activities (Netherton & Deal, 2007).

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 by using speech. They speak into a microphone and the software converts their voice to text. Individuals also have the option to use pointer devices to be able to work a computer. The device can be as simple as a pencil in the grasp of a hand

Educational Technology has been used by teachers for hundreds of years going back to the discovery of chalk and black boards. However, educational technology was developed for the masses, while assistive technology breaks down the child’s needs. Similarly, an example would be that a student with Down Syndrome may need software on his iPad to help him read, write, or talk, while a peer without this disability would not need that assistive technology. In this case, students with Down Syndrome benefit substantially from the various aspects of assistive technology. The ever growing field and knowledge of assistive technology has really helped students with DS. “Assistive technology for Down Syndrome is a new method that has been developed specifically to help special needs children in the classroom.” (Concordia Online Education, 2013) There are five big areas where assistive technology for students with Down Syndrome can assist the special needs of children in their classrooms. These areas include cognitive, writing, and cutting skills, as well as tactile opportunities and every changing technology. (Concordia Online Education, 2013) A common misconception of assistive technology is that it only pertains to devices of the electronic nature, but obviously this is not true. assistive technology can vary anywhere from a

According to the PA Training and Technical Assistance Network (PaTTAN), an assistive technology device is a piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability (PaTTAN). It is the responsibility of the local education agency to provide Assistive Technology to students who need it, as outlined by their IEP (PaTTAN). Assistive tech can be anything from and augmented communication device to a pencil grip to enhance their writing. In my practicum placement however, Mrs. Behrens says that they do not really use any assistive tech.

This paper will discuss the historical evolution of special education laws and its impact on education. A child with disability may require some adjustments to his/her school curriculum in order to receive proper individual assistance that meets his/her needs to be successful at school. Federal and State laws drive special education laws and by law, public schools must provide a free education and viable environment.

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,

Assistive Technology is such item, piece of equipment or product that is used to increase, maintain or improve the abilities of children with disabilities. The technology ranges from low-tech, low-cost items to high-tech, high cost devices. (Reed, 2004) With assistive technology, it helps in maximizing the full potential of individuals with disabilities through high technologies existing nowadays. Assistive Technology is a support system that allows a person with a disability to work around his or her area of

One trend in special education classrooms is the increased use of assistive technology. It is very uncommon to walk into a classroom today and not see some form of technology there for the student’s benefit. According to the Centers for Disease Control and Prevention almost 17 million Americans are using some kind of assistive technology. (Number of Persons Using Assistive Technology Devices, 2015) This is increase in technology in and out of the classroom thanks to the increase raise and development of today’s technology. Through these advances children are able to have technology that make it easier for them to communicate, participate in the classroom, and be more involved in their learning process. Assistive technology varies between the skill levels and needs of each individual child but can include things as simple as an eReader or as complex as a wheelchair that is controlled by the head movements of the child. Through each of these creations children have been able to set and achieve goals that would have been unheard of 30 or 40 years ago. Assistive technology has come a long way in the past few years; it also has many varieties, purposes, and benefits. This helps provide a bright outlook on new advances to help future children inside and outside of the classroom.