Learning Assistive Technologies

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).

A practitioner with an individual with a disability in their care could engage assistive technology to help the child carry out tasks that may otherwise be difficult. This will also benefit the child’s social development as they will feel included in being able to carry out similar tasks as their peers. Keeping a direct link with intervention such as SLC therapists, social workers and physiotherapists can be a key aspect of meeting children’s needs when necessary to do so; alongside this providing security and stable relationships for children to reply on and understanding changes in behaviour. These are important adaptations when referring to children with behavioural issues, disability or children going through emotional

One of the courses the Special Needs Educational Assistant (SNEA) program has for the fall term is the assistive and adaptive technology class. Throughout the course, I learned the kinds of assistive technology (AT)- low tech, mid tech, and high tech- commonly used by students who have special needs. Moreover, we even had the chance to review several apps and the featured accessibilities of Windows and Mac, which are fully relevant and beneficial to students. Also, we had a tour at the iCan Center at Glenrose Rehabilitation Hospital, which is a refreshing and eye-opening experience as we get to practice how to use some of the AT, which we only get to discuss in class. As the term ends, I can say that my knowledge and skills in technology

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,

Assistive technology is both a device and a service that helps those with disabilities do things more quickly, easily or independently (South Carolina Assistive Technology Program, 2010). AT may involve; no technology, low technology or high technology (Prater, 2007). Some examples of low-tech AT devices beneficial for young children are oversized crayons, slant boards, adapted eating utensils, pillows, picture boards, and switch activated toys. Computers, software, augmentative and alternative communication [AAC] devices, and motorized wheelchairs are considered hi-tech devices. Whether low-tech or high-tech, assistive technology opens doors of possibilities, making it possible for children with disabilities to do more for themselves than ever thought possible (Willis, 2009).

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.

Assistive technology (AT) have become a vital component of the educational programs of students with disabilities. In which, is widely accepted that adopted toys, switches, computers, amplification systems, wheel chairs, memory aids,

“Assistive technology and accessible educational materials create opportunities for students with disabilities to enjoy greater access and meaningful participation in the general education curriculum with their non-disabled peers.” (Schwab 3). It is very important that there are new ways discovered to make an individual feel like one who isn’t disabled, especially when dealing with a mental or intellectual disability. Almost every disability that we are familiar with we don’t know everything about. When scientists discover new ways to cope with a disability whether it be emotional, physical, or intellectual, they will have created a new piece of assistive technology and received more information concerning the disability. There will always be room for improvement when it comes to assistive technology, because it will continuously grow and change with the changing disabilities.

Communication technologies are provided to enhance or replace the normal human communication. Some of the aids are given to replace speech. There are different kinds of communication aids that are available for the health and social

Technology can be very beneficial to special needs children. There are many types of technology that can be used with different types of needs children. I am choosing technology that can be used specifically with dyslexia. There were two types of technology that interested me which included the Livescribe Smartpen and the Franklin Speller.

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

Shane is a third-grade student who has been identified as having specific learning disabilities, particularly in reading. He has been having difficulty with remembering classroom routines, changes to classroom routines, and transitions. Research and share two assistive technology solutions that you (as Shane's teacher) might try to support Shane in any/these areas. Be sure to list each product/app, describe it, and expMorin, Amanda. (2014-017).Understood for Learning & Attention Issues. What you need to know about developmental delays.

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)

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

Technology has played an integral role in our everyday life. It can increase efficiency at work, improve the quality of life, and serves as a helpful tool that allows us to accomplish many tasks that we might not be able to otherwise. It has found its way into nearly everyone’s home in various forms such as: a computer, medical equipment, and security system. Some people might even go as far as claiming that they cannot live without it. When parents hear of “technology” in the classroom, they immediately think of electronics. However, technology is separated into two classifications in the classroom: low-tech learning technology and high-tech learning technology. Low-tech technology has been used for many decades in school and include: pencil grips, highlighters, flashcards, and additional outlined worksheets and concept maps. High-tech assistive technology refers to items such as computers, multimedia software, and other electronic-based programs (Bouck, Maeda, & Flanagan, 2012). An increasing number of schools are incorporating technology into their curriculum. This also extends to students who require special education. Technology is often sought out to help with the facilitation of instruction in the field of special education. However, there are still many moving parts and changing roles. While it might seem obvious to implement technology wherever possible, there are some overlooked factors and concerns that are not as apparent. The purpose of this paper is to reveal