The Importance Of Assistive Technology In Education

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).

The state of Texas, the first to adopt a law requiring instruction for students with dyslexia in 1985, continues to set the standard when it comes to dyslexia education reform (T. Flanders, personal communication, August 30, 2011). Until recently, little consideration was made in the use of assistive technology (AT) for students with mild disabilities, specifically in the field of dyslexia education and intervention (Edyburn, 2006, p. 18). With the passing of Senate Bill 866, concerning the implementation of classroom technology plans for students with dyslexia, the pursuit of reform has become of utmost importance (The Texas State Senate-Information News and Events of the 82nd Legislative Session, 2011). Although Texas is proactive in

A child with disabilities is a major focus in today’s education. Achieving my Bachelors in Special Education, I need to be aware of the need to ensure appropriate education for all children with disabilities. “The education of children with disabilities is a top national priority. Our nation’s special education law, the Individuals with Disabilities Education Act (IDEA), sets high standards for their achievement and guides how special help and services are made available in schools to address their individual needs (National Dissemination)”. This is my biggest challenge. I feel with the right tools and

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

Currently I am not comfortable determining student’s needs and matching the needs to the most appropriate form of assistive technology by myself. To determine the best device for a student the whole IEP team should discuss and try different devices. There are different needs that need to be taken into consideration. Each member of the IEP team has different knowledge of the student and should be able to help assist in deciding on what is best for the student.

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.

3. This page is important so that the team has a background on the child’s need for assistive technology, educational support, or other additional services.

Learning disabilities are becoming more and more common as the years go on. According to the life span development book “of all the children in the United States, thirteen percent from three to twenty-one years of age in the United States received special education or related servers in 2011-2012.” That is three percent higher than the amount of people with learning disabilities from 1980-1981. Studies have been and continue to be conducted to determine why learning disabilities are becoming more prevalent in American in recent years.

First and foremost, this toolkit is a support for educators during the IEP process, which is a time when teams are deciding on placement and choosing appropriate supplementary aids and services. The toolkit includes questions to think about during IEP meetings and steps outlining the important aspects of the process. It is an invaluable guide for educators, especially when there is some gray area or difficulty making decisions on how best to serve the child with disabilities in the general education classroom.

The article “Assistive Technology 101” on live-ctd.pantheonsite.io, is about how families can help find out if their child or a person with a disability fits the criteria for assistive technology (AT), and which device is best for helping them live more independent lives.

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,

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.

Students with delayed skills or other disabilities are eligible for special services that provide individual education programs in public schools. These services are offered free of charge to families. These services include Parents as a part of their child’s education team. Parents work with educators to develop a plan called the Individualized Education Program (IEP). The program is designed to help special education students be successful in school. The document describes the goals set for a child during the school year. The document also explains any special support needed to help students achieve their goals. Once the document is developed, the student's services and individualized program begin. The document defines what constitutes

Effective instructional approaches are designed to look at how a student learns and how a teacher delivers the information to the student. When a teacher identifies the learning style of their students, they can effectively plan the instruction. The learning style approach to teaching requires the teacher to build lessons to include students different learning styles. A student with special needs will thrive in this teaching environment; they will be taught at their level of strength. Also, the special needs student will need additional accommodations and modifications in order for them to access the curriculum. Anderson (2007) states that “differentiated thinking empowers teachers to be responsive rather than reactive to the unique individual personalities, backgrounds, and abilities found within the students” (para. 3). In other words, an effective teacher is one who thinks about the student as an individual, with unique strengths and weakness, and uses this information in the design and plan of their instruction. They are effective because the build their lesson on the specifics of their students and not a one size fits all lesson plan.

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)