Assistive Technology
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Transcript of Assistive Technology
Assistive TechnologyPrepared By: Scott Curley
3-3-13
Up to 75 % of students with disabilities will be in regular classrooms (Cennamo, 2010)
No two students are the same: they will have unique strengths and weaknesses
Understand the strengths and weaknesses, and how certain methods and assessments carry a bias towards certain student types
As educators, we should strive to incorporate universal design into our classrooms
Need for Differentiation in Instruction
Data:◦ Internal-obtained in your classroom◦ External-retrieved from outside your classroom◦ Formative-gathered from assessments at the end
of a unit or academic year◦ Summative-gathered as part of an instructional
unit to provide feedback and opportunities to modify goals
Use data to inform decision making and tailor instruction to accommodate all types of students
How to Differentiate Instruction
Universal design for learning (UDL): flexible options for materials, assessment and methods of instruction to remove barriers to the educational process
Flexibility= Accessibility Be creative!
◦ Focus on the learning outcome, not the methods you plan to use
◦ Be aware of the various needs in your classroom, and have a plan on how to accommodate a diverse range of students
Universal Design for Learning
We are limited by traditional methods of instruction
Textbooks, handouts, and pencil and paper quizzes limit the potential for success for a diverse classroom
Digital media is the key factor for implementing UDL and breaking down educational barriers
Traditional methods are ok as long as other instructional and assessment formats are offered (i.e. technology)
Digital Media as an Instructional Tool
Chartered under federal legislation: Individuals with Disabilities Education Act (IDEA) of 1990
Individual education plan is written, and provided freely to all students who qualify
Collaboration between teacher, parents, and school specialists (school psychologist, occupational therapist, guidance counselor)
Written and agreed upon by all parties before going into effect
Individual Education Plan (IEP)
For best results, IEP’s should be evaluated and reviewed on an annual basis
Students’ needs change, so will their need for accommodation
IEP may require the use of assistive technologies, inclusive treatment, concerted efforts of several professionals, and may pull the student from the classroom to work one on one with a specialist
If assistive technology is part of one of your students IEP, check with your school administration for specialized training
IEP Success
Can be low tech or high tech, electronic or not, computerized or simple
It’s not about the tool itself, but how it is used to make accommodations for the learner!
Can often require creativity on the instructional team rather than a large budget
Consider simple approaches (modifications of existing printed materials) as well as more sophisticated ones (computerized adaptations, special equipment or learning software) if needed
Assistive Technology
Examples of common low tech assistive technology include: ◦ Using a binder as a slanted writing surface◦ Having students select from a series of printed images to tell a
story◦ Utilizing a stamp that students can use to draw the X and Y axis for
algebra Possible Implications:
◦ Assist students who do not have a good range of motion with basic writing skills
◦ Aid students with poor writing or language skills in communicating Retrieved from the state of Washington’s Department of
Education website: http://www.k12.wa.us/SpecialEd/Families/IEPs/pubdocs/LowTechAssistiveTechnology.pdf
Low Tech (& No Tech) Assistive Technology
Varying price range Typically easy to operate electronic modifications to aid
learners Examples include:
◦ Adapted computer keyboards◦ Audio books◦ Tape recorders
Possible Implications: ◦ Assist students who might suffer from audio impairment, or
attention deficit disorder by equipping them with affordable, easy to use electronics
◦ Low cost alternative for students who need materials to be read aloud
◦ Retrieved from: http://www.cpt.fsu.edu/eseold/in/acom/tech.html
Mid Tech Assistive Technology
The technology corporation, Apple, demonstrates its capabilities to offer assistive technologies for their products (iPod Touch, iPhone 5, iPad) free of charge
Specifically stated on Apple’s website, assistive technology includes possibilities for those who have visual, auditory, and physical disabilities
Possible Educational Implications:◦ Control a variety of devices using text to speech
capabilities◦ Ability to vocalize written words◦ Touch screen technology for the visually impaired◦ Portability advantage compared to computers
Image and information retrieved from: http://www.apple.com/accessibility/ipad/vision.html
iPad as Assistive Technology (Mid- High Tech)
Approaches to differentiation are as varied as the students we work with
We can not assume what works well for one student will work well with others
Pay special attention to needs, monitor and modify as frequently as possible
No One Size Fits All Solution
Cennamo, K.S., Ross, J.D., & Ertmer, P.A. (2010) Technology integration for meaningful classroom use: A standards based approach. Belmont, CA: Cengage.
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