Assistive Technology

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Assistive Technology

Assistive Technology Act of 2004

Through this act, the federal government establised funding to help individuals with disabilities gain access to technology.

AT Continuum

Light-tech devices: Non electronic and relatively inexpensive. Some examples include pencil grips and magnifying glasses.

High-tech devices: Generally electronic and typically require careful planning so that they are not too intrusive. These devices can be expensive. Some examples include wheelchairs, laser canes, and computer software that may deal with screen magnification or read books out loud.

Response to Intervention (RTI)

RTI is an evaluation process for determining if a student is identified with a specific learning disability. RTI helps makes decisions about what specific interventions best meet the needs of each child so that the child is successful in accessing the general education curriculum.

RTI uses anywhere from two to four tiers of intervention. The tiers depend on the needs of the student and how well the instructor can deliver the instruction at each tier.

Between integrating both RTI and UDL, the number of referrals for special education is reduced.

Augmentative and Alternative Communication (AAC)

AAC is defined as the combination of communication tools available to an individual, including any speech, vocalizations, gestures, and communication behaviors related to specific methods and devices.

These systems are designed to provide students with a way to communicate when communication through speaking is not an option.

The multidisciplinary team needs to analyze the student and the student's envirnoment in selecting the most appropriate AAC device for the student. AAC devices should be used by students across all environments.

Implementations are the devices used to help students with communication. They are divided into five areas: unaided, fundamental, simple electronic, fully independent, and fully electronic and portable.

The role of the Speech-Language Pathologist is extremely important for students that use an AT device for communication. The individual should be encouraged to use oral speech to the utmost extent, evne if he or she is using an AAC device.

AT for Communication

Communication occurs through seeing, hearing, speaking, reading, writing, signing, and gesturing.

Betsy, the first grade student in the AT snapshot, is diagnosed with pervasive developmental disorder. Betsy has difficulty interacting socially and has communication impariments. Betsy's AT specialist prescribes her first with a simple fixed-dispaly communication board and eventually wants her to use a more complex dynamic-display communication board. These are two examples of AT devices available for students with communication limitations.

A communication disorder is an impairment in the ability to receive, send, process, or comprehend concepts of verbal, nonverbal, or graphic sound systems. It may range from mild to profound in severity.

AT for Sensory Impairments

Known as low-incidence disabilities because they occur infrequently in the general population. Disabilities under this category include: visual impairments, hearing impairments, or deaf-blindnes.

The teacher of students with visual impairments (TVI) is trained and certified specifically to teach special skills to students with visual impairments.

Congential loss of vision occurs before or at birth. Adventitous loss of vision is a result of an accident or disease.

Some technology used to benefit students with visual impairments include: enlarged font size, different font color, enhancement of a computer OS, specialized software to enhance a visual image, screen readers to produce sounds (speech output devices), transformation of print material into braille, the use of a CCTV, and access to the Internet.

Hearing impairment is caused by a conductive hearing loss or a sensorineural hearing loss.

Some student with hearing impairments may need sound amplification, while others may need hearing aids. These students can also benefit from a speech-to-text transcription.

Bells with flashers, alarm clocks that vibrate, and doorbells that send off a light flash can be useful accomodations for individuals with hearing impairments.

AT for Autism

The Mayer-Johnson software program, Boardmaker, is an example of great software that uses pictorial representations along with written messages. This program can create specific schedules to fit and benefit the needs of students with autism.

Proloquo is an award-winning AAC solution for the iPad, iPhone and iPod touch for people who have difficulty speaking or cannot speak at all. Speech can be generated by tapping buttons with symbols or typing using the on-screen keyboard with word prediction. This is also a great AT device for individuals with autism.

Interactive White Boards have also been proven to help build autistic students’ attention spans, social interaction, and academic skills.

The Collaborative Virtual Environment Technology for People with Autism is a computer-based virtual space in which people can interact with others via their avatars. This type of technology can help users practice real conversations in role-play scenarios.

Video Modeling could be a suitable strategy for individuals with autism; it serves as a model to teach behaviors.

AT Evaluation

Evaluation is achieved through collaborative teaming. The 3 different models of collaborative teaming are multidisciplinary, interdisciplinary, and transdisciplinary.

The collaborative teaming process involves the participation of many individuals in planning an IEP that is appropriate for the student and guarentees delivery of a Free Appropriate Public Education (FAPE).

IEP teams must be proactive in predicting what problems or barriers students, families, or teachers may face.

The IEP serves as a map for student outcomes.

AT is a tool to help the student meet individual IEP goals and benchmarks.

The RAAT is a four-step process that includes 1) referral and assessment, 2) conducting an AT assessment, 3) the IEP team, and 4) implementation of the AT device.

AT for Positioning and Mobility

AT for positioning can range from simple to the most complex. It may mean adjusting the height of a table to accommodate use of a standing frame or a wheelchair.

It is vital to ask the following question: "How will the student be positioned throughout the school day?" Positioning a student to feel part of any classroom is extremely important. Students should not feel isolated because of reactions to an AT device.

Mobility systems come with many variations, but there are two basic types: manual and power. Each type has its advantages and disadvantages. The goal of a mobility system is to provide the student with the most independence and best quality of movement in the most efficient manner. Body alignment and proper positioning must be considered when selecting mobility aids.

Children with physical disabilities benefit from early childhood intervention that focus on motor development. Qualified indviduals need to work closely with teachers and families to provide training that meets the needs of the child for motor development across all environments.

The NY Times discusses a young boy named Owen Cain who has had a debilitating motor-neuron disease since infancy. With the release of the Ipad, Owen has learned how to read books, write, do math and play around with different Apps, making him feel like a normal kid. He is now able to communicate with his parents, by the text-to-speech software on the Ipad. AT device really do make a difference in the lives of children with disabilites, especially children with physical disabilities.

AT for Distance Learning

Distance education defined: Planned learning that occurs in a geographical location different from the source of instruction. Consist of distance teaching and distance learning.

Distance education can be delivered as real-time or synchronous distance learning or as asynchronous distance learning.

Synchronous teaching: Students can have productive interactions with facilitators and peers through teleconferencing, Internet access, a webcam or network camera, software, and microphones.

Asynchronous teaching: Includes online course delivery, the Internet, Virtual Reality, and Webquest.

With the increase use of the Internet, it is vital to scan a webpages to make sure it is accessible to all students.

Technology areas in schools: E-newsletters, homework hotline, and email.

Distance education can eliminate students' with disabilities inhibitions regarding communication. These students have an opportunity to beomce lifelong successful learners through this type of education.

Students with Mild Disabilities

Students with mild disabilites account for 85% of the students with disabilites receiving services for special needs.

These students often struggle with reading and difficulty with reading affects nearly all areas of academics.

Technology provides both visual and auditory supports to enhance the probability of the student becoming a better reader. Highlighting certain parts of the text, changing backgrounds on the computer screen, electronic storybooks, and converting curricular material to digital format are means of modifying materials so students can access the general education curriculum.

Handheld AT devices can speak and translate and even define written words.

Concept mapping provides opportunies for students to organize their thoughts and outline ideas before writing.

There are many AT devices and programs that can be used to assist students with their difficulties in reading, writing, spelling, and mathematics. Technology offers an exciting opportuniy for all students to learn successfully.

Universal Design for Learning (UDL)

The framework follows 3 key principles: 1. multiple representations of information 2. multiple means for students to express their learning 3. multiple ways to motivate and engage students

UDL provides a map for creating flexible goals, strategies, resources, and assessments that accomodate the needs of a diverse group of students.

I would definitely follow the principles of UDL in my future classroom because it provides equal access to learning in all students. I would make sure to build a positive rapport with all students and base my instructional strategies/assessments on their indiviual needs to guarentee a successful learning experience for all.

AT to Maximize Student Learning

In order for students with disabilities to be successful learners in a general education classsroom, students' modifications and accomodations need to be thoroughly described in their IEPs.

Accomodations of students with disabilites can include changes in teaching strategies, adaptations to the physical environment for physical access and to facilitate learning, and assessment of needs such as how a student responds in learning situations.

Modifications relate to curriculum issues. Modifications provide changes in content or level by altering standards or expectations.

No Child Left Behind Act of 2001

Overall, this act stated that all individuals were now on an equal basis regarding education. Students with disabilites were mainstreamed into general education classes in greater numbers.

Definition

"An item or piece of equipment or product system acquired commercially, off the shelf, modified, or customized, and used to increase, maintain, or improve functional capability for an individual with disabilities." (pg. 4)