Literature Review Of Assistive Technology

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

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).

S: Page 315 mainly discusses the use of technology with children that have ASD, and their wellness, including health and safety, physical education, and sensory motor

He focuses on how technology is supposed to significantly impact a student’s performance and completely forgets to mention how important technology may be for someone who cannot learn well without responsive instruction; for example, technology in the classroom can be beneficial to students that are physically or mentally impaired. On the contrary, the article ‘Technology and Literacy for Adolescents with disabilities’ describes how technology “can be universally beneficial for all students as a vehicle for learner engagement or conveyance of instructional content, and it can also promote participation, learning, and performance by students with disabilities”(King-Sears, Swanson, Mainzer, 569). The article then illustrates an example of how technology can specifically facilitate classroom learning by stating “For example, an electronic picture board with voice output might be considered assistive technology for a student whose disability included significant oral language deficits” (King-Sears, Swanson, Mainzer, 569). In this sense, technology does have a significant role in students’ life, not only making it important, but necessary. Also as mentioned above, the performance of these students have been affected in a significant way. Throughout the article, they describe how these new assistive technologies have changed the two specific students, Brian and Michelle. Brian has dysgraphia which prevents him from being able to transfer his thoughts onto paper and Michelle has Asperger’s Syndrome, which gives Michelle “genius-level intelligence” (King-Sears et al.). The technologically advanced tools that they have both been given are not only specialized to assist them, but also help them do tasks that

Using assistive technology can help promote healthy emotional and social development by allowing the child interact with other individuals and live a happy laugh. Using their senses to interact and have feelings with other people. Just because they are a little different then the average normal human-being doesn't make them not have a heart like everyone else. Young children and teens may be affected by not having a social life and is always isolated from everyone else and do getting the same love as everyone else. This may extend into adult life by causing them to not be noticed and cared for at an older age, be neglected, and even die at an early

Assistive technology was defined in the Technology-Related Assistance for Individuals with Disabilities Act (Tech Act of 1988). Assistive technology was defined as being any piece of equipment that is used to improve the life of an individual with a disability. The Telecommunications Act of 1996 provided guidelines for accessibility, usability and compatibility of telecommunications equipment. The most recent law is the Assistive Technology Act of 2004. This act focused on providing funding to individuals with disabilities (Carpenter, 2015).

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.

When I was in elementary and middle school I would use pencil grips because I did a lot of writing. My hand would start to cramp up and hurt and the pencil grip would help ease the pain. I also used other items such as a pocket dictionary, a calculator, and wide spaced lined paper. Growing up I used these items in the classroom and while I was at home. The teacher would require us to use these items when she was teaching a lesson. It was interesting to learn that the windows program has an accessibility option. I believe that the computer is one of the best assistive technologies because there are so many things that you can do on the computer. There are websites that the students can use as well as programs designed especially for them. One point that I got out of Ms. Busby’s lecture is that teachers need to use all of their resources. There are so many items and ways to use those items that teachers can use to help their students excel in the classroom. I know that this video is rather old, but one question I have for the guest speaker is what are some assistive technology that teachers are using in the classroom today? Another question I have for the guest speaker is there a time length on certain assistive technologies? For example, John should only use the wide line paper for three weeks or until he has mastered using the

We can utilize iPads or tablets and provide students with fun educational games. They can also utilize computers for several activities. Technology also offers exceptional methods to assess children. When we observe a child at the computer it provides us with a “window into a child’s thinking process” (Weir et al. 1982). Technology in some cases can mean that a child can talk through a special device that helps him/her communicate such as an Augmentative and alternative communication (AAC) device. A device as such is known as an Assistive Technology device. Assistive Technology devices are used to help individuals with special needs in life. “Integrated curriculum allows students to employ technology in ways that enhance learning” (Jackson, 2009). A SMART board can also be classified as an assistive technology device because it magnifies the information that teachers are showing to students. “As technology becomes increasingly infused in instruction for the general student population, the options for curriculum access, participation and progress increase for students with disabilities” (Jackson, 2009). When it comes to students who speak a different language, they can utilize a translator to help them translate from their language into English and vice versa. Technology can fit into a developmentally appropriate program because students can do age appropriate work such as educational games and assignments. Developmentally appropriate practice (DAP) is “a framework of principles and guidelines for best practice in the care and education of young children, birth through age 8” (Helm, 2008). Technology can fit into a DAP because students learn at their own level. Play is an important vehicle for children’s social, emotional, and cognitive development, as well as a reflection of their development. Understanding that children are active constructors of

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,

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

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.

Speech and language disorders, as with any learning disability, can cause embarrassment and social hindrance for students along with the educational setbacks. Unfortunately there is yet to be a cure discovered, but luckily there are many ways in which individuals with learning disabilities can seek treatment and aide. For example a child could receive therapy from a speech pathologist to help them articulate more clearly. There is also assistive technology available for all types of disorders. Assistive technology can help motivate students to overcome the barriers in learning that they face by compensating in the area that they lack. When choosing which type of device that a student should use, it is very important that it is one that will accommodate to the specific disability of the student (Fleming, 1999). For individuals with speech and language disorders, either an electronic communication device or a personal FM listening system would be appropriate. An electronic communication device allows one to type their ideas into a machine so they

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)