Technology : Assistive Technology

An assistive technology device can be an item, software system, or piece of equipment used to increase, improve, or maintain the functional capabilities of a student with disabilities. It can help a person with a disability complete tasks they need to perform on a daily basis. Assistive technology services serve to directly assist students with disabilities in the selection or use of an assistive technology device. For some students with disabilities, assistive technology is important because they would not be able to benefit form their educational program. Assistive technology is a part of the Individualized Education Plan for each student. The educational team for the student must ask if there is a device that will improve their functional capabilities. If the educational team discovers that the child could benefit from a device that fits that description, the school district is required to provide the service along with training to use the device (Lewis, 1998).

Assistive technology positively affects parenting and family members. They help disabled children feel more acknowledge and free to do things they couldn't do. I love how technology was made to help parents who have special need children. This helps them know that their is help and their will always be a way. Even if the way might be difficult, there is a way. Never give up. There are opportunities in this world. Dreams do come true. Even if its a special or unique way to do something in life, it will happen.

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.

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.

Assistive technology (AT) is defined as “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 functional capabilities of

Although these laws made assistive technology (AT) more available to those with disabilities, there are still many issues that have risen consequentially with the use of AT. The issues of funding for public schools, professional

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

Assistive technology is technology, which is used by an individual that has a disability to allow the individual to perform roles that may otherwise be difficult or impossible to complete. Children with Autism Spectrum Disorder learn differently than other children, often have struggle with spoken and written language expression. Assistive technologies are devices which help children with autism completes everyday tasks they struggle with. Many devices, any touch screens, like an IPad or IPhone in the use of certain applications can be used. Applications such as a touch to speak or feelings applications to help express what they have trouble communicating. The practice of combining new technology and devices will support, improve, and help

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,

Traditional methods of education can be a road block to a child’s learning. The goal of education is for a child to learn content, not for a student to learn how to operate the process of learning. Assistance technology provides a bridge for students who need modifications for operating the process in education. Essentially these consist of any devices that allow a child to work around their disability to learn. Though these tools are called assistance technology, they do not have to be overly sophisticated.

In Descartes, theory of duality states that the mind and body both hold completely different functions but work simultaneously together to create a functioning body. Similarly, assistive technology can become incorporated into the body enough where the individual views the technology and self as inseparable. It is important to take into consideration human embodiment when giving those that are disabled or impaired the option of assistive technology because it leaves room for them to consider individual

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,

There are apps that allow the words on a computer screen a lot bigger for the people who have trouble seeing and/or have blurry vision(Filipczak 2). Also there have been braille printers made which will help if a blind person needs to read an article, they can print it out and read it by touching it (Filipczak 3). Something as little as a magnifying glass can be counted as assistive technology because it helps the person see the words bigger than they are(Vlasak 1). This helps people who have a hard time seeing be able to read words on a computer screen or be able to to read an article that they can’t see because they are