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Assistive Technology

Assistive Technology. Eli C. Fuller ED 505. Assistive Technology. any device or service that helps a student with a disability to meet his or her individualized education program (IEP) goals and to participate in the general education setting to the greatest possible extent.

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Assistive Technology

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  1. Assistive Technology Eli C. Fuller ED 505

  2. Assistive Technology any device or service that helps a student with a disability to meet his or her individualized education program (IEP) goals and to participate in the general education setting to the greatest possible extent. any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. (29 U.S.C. Sec 2202(2))

  3. Utilization of AT • Communicate • Perform academic tasks • Participate in social and extracurricular activities • Move or travel around the school • Use proper seating and positioning • Access materials

  4. Laws of AT • The Individuals with Disabilities Education Improvement Act of 2004 (IDEA ’04) defines an assistive technology device as “any item, piece of equipment, or product system, that is used to increase, maintain, or improve the functional capabilities of a child and specifically excludes a medical device that is surgically implanted or the replacement of such device” • (Authority: 20 U.S.C 1401(1) or IDEA Amendments of 2004. P.L. 108-446, 20 U.S.C. S 1400 et seq., 300.5)

  5. Purpose of AT Law • The Act is intended to promote people’s awareness of, and access to, assistive technology devices and services. The Act seeks to provide AT to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing field with other members of their communities. The Act covers people with disabilities of all ages, all disabilities, in all environments (early intervention, K-12, post-secondary, vocational rehabilitation, community living, aging services, etc.).

  6. Service Vs. Devices • Evaluating the student’s need for a device • Buying, leasing, or acquiring the device • Selecting, fitting, adapting, repairing, or replacing the device as needed • Coordinating the services for a student who uses a device (e.g., therapies, education) • Providing training or technical assistance to the student, family, teachers, or others involved in the use of the device • Specialized writing tools • Raised line paper • Planner • Highlighting pens/tape • Feeding tools • Recording devices • Digital recorders • Calculators • Portable/alternative keyboards • Timer • Spellchecker • Computers • Communication devices

  7. Understanding AT Needs • Know the student’s strengths and weaknesses. • Attend meetings (e.g., IEP meeting, AT Team meeting) to share information and consider the student’s AT needs. • Participate in AT training to learn about the student’s AT. • Understand how AT helps support a student’s IEP goals and objectives. • Recognize that some AT will be simple to implement in the classroom, whereas other types may be more difficult to implement or might require more time to learn how to effectively use. • Allow the student to practice with a new device using skills that come easily to him or her, only then moving to more difficult skills. In this way, the student is not both struggling with the academic content and learning to use a new device at the same time. • Be aware that students using AT may require more time to complete instructional tasks. • Understand the ways in which the classroom environment can affect the student’s successful use of AT. For example, use of the classroom computer may require prior consideration for structuring a small-group activity. • Take note whether AT is isolating the student from his or her peers. • Regularly monitor the student’s progress.

  8. Teachers Tips for AT • Learn how to use the student’s AT device(s). • Incorporate AT into the regular school day. • Create a to-do list to make sure that the AT is ready for use. • Set up the AT in easy-to-access locations in the classroom. • Familiarize the entire class with the AT and explain why certain students need to use it. • Make time for students to become familiar with equipment. • Assign buddies as needed (e.g., the student may need assistance putting on headphones).

  9. Hearing Assistive Technology (HAT)for Hearing Impaired • The audio or hearing loop is a wire that circles a room and is connected to the sound system. The loop transmits the sound electromagnetically. The electromagnetic signal is then picked up by the telecoil in the hearing aid or cochlear implant. To use a hearing loop, one easily flips the telecoil switch on the hearing aid or cochlear implant. No additional receiver or equipment is needed. Using a telecoil and hearing loop together is seamless, cost-effective, unobtrusive, and you don’t have to seek out and obtain special extra equipment

  10. Cochlear Implant Device

  11. Seeing Impaired AT • Screen Magnification: Screen magnification software is used by people with visual impairments to access information on computer screens. The software enlarges information on the screen by incremental factors (2x magnification, 3x up to 20x magnification). Screen magnification programs run simultaneously with the computer's operating system and applications. Most screen magnification programs have the flexibility to magnify the full screen, parts of the screen, or a magnifying glass view of the area around the cursor or pointer. These programs also allow for inverted colors, enhanced pointer viewing, and tracking options. • Screen Magnification: Screen magnification software is used by people with visual impairments to access information on computer screens. The software enlarges information on the screen by incremental factors (2x magnification, 3x up to 20x magnification). Screen magnification programs run simultaneously with the computer's operating system and applications. Most screen magnification programs have the flexibility to magnify the full screen, parts of the screen, or a magnifying glass view of the area around the cursor or pointer. These programs also allow for inverted colors, enhanced pointer viewing, and tracking options. • Screen Magnification: Screen magnification software is used by people with visual impairments to access information on computer screens. The software enlarges information on the screen by incremental factors (2x magnification, 3x up to 20x magnification). Screen magnification programs run simultaneously with the computer's operating system and applications. Most screen magnification programs have the flexibility to magnify the full screen, parts of the screen, or a magnifying glass view of the area around the cursor or pointer. These programs also allow for inverted colors, enhanced pointer viewing, and tracking options • Products include: MAGic, Zoom Text and BigShot.

  12. Learning Disabled AT • Talking calculator has a built-in speech synthesizer that reads aloud each number, symbol, or operation key a user presses; it also vocalizes the answer to the problem. This auditory feedback may help a student check the accuracy of the keys he presses and verify the answer before he transfers it to paper.

  13. Physically Disabled AT • Track Balls and Track Ball Mice – There are many types of trackball mice or joystick options for mouse control, for individuals with physical access challenges, who may not be able to use a standard computer mouse. Trackball mice are also used for ergonomic purposes, to avoid strain.

  14. References Assistive Technology Act — National Dissemination Center for Children with Disabilities. (n.d.). Retrieved October 31, 2013, from http://nichcy.org/laws/ata Assistive technology for kids with learning disabilities: An overview - Assistive technology | GreatSchools. (n.d.). Retrieved November 2, 2013, from http://www.greatschools.org/special-education/assistive-technology/702-assistive-technology-for-kids-with-learning-disabilities-an-overview.gs Examples of Assistive Technology | Assistive Technology For Education, LLC. (n.d.). Retrieved from http://assistivetechnologyforeducation.com/examples-of-assistive-technology/ Hearing Assistive Technology | Hearing Loss Association of America. (n.d.). Retrieved November 1, 2013, from http://www.hearingloss.org/content/hearing-assistive-technology Technology Tools for Students Who are Blind or Visually Impaired. (n.d.). Retrieved November 2, 2013, from http://adaptivetech.tcnj.edu/resheet/blind.htm The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on [October 30, 2013,] from http://iris.peabody.vanderbilt.edu/module/at/chalcycle/

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