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Assistive Technology

Assistive Technology. For the Visually Impaired. Screen Reader. A program that combines sound and picture to help explain what is on the computer screen. Scenario: Mark has very low vision and has troubling seeing, he can use the screen reader to help him.

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Assistive Technology

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  1. Assistive Technology For the Visually Impaired

  2. Screen Reader • A program that combines sound and picture to help explain what is on the computer screen. • Scenario: Mark has very low vision and has troubling seeing, he can use the screen reader to help him. • Academic gains include availability in most languages, Speech or braille, works with most operating systems, use email, read internet articles, create word documents. • Barriers: A blind person doesn’t know correct spelling of unfamiliar words, computer sounding voice, and it reads everything (ex. H-t-t-p-colon).

  3. Closed Circuit Magnification • A device that can enlarge words and objects on a screen for easier viewing. • Scenario: Students are assigned to research about Christopher Columbus. Stephanie has low vision and can use this device to see more clearly. • Academic gains: up to 82x magnification, viewing platform for books, viewing modes with lighting and color. • Barriers: Eye fatigue, less portable than other devices.

  4. Braille Translation Devices • Used to translate screen words and formatting into readable braille. • Scenario: Students are instructed to read “October Sky”. Luke is completely blind and deaf. He can use this device to still read the story. • Gains: Can run on smartphones, personal computers, or on a network server. • Barriers: Can be very bulky if a large book, requires acute sense of touch.

  5. Assistive Technology For the Developmentally/ Physically Challenged

  6. Adaptive Keyboard • A keyboard that reduces the strain on the user by alphabetizing the letters. • Scenario: Students are asked to do an assignment on the computer. Adam has tremors and cannot use a regular keyboard. • Gains: Focus more on task, customizable, programmable, flat, and type with fewer key strokes. • Barriers: Touch sensitive

  7. Alternate Communication Devices • A device that helps those with Down’s Syndrome, Autism, and other illnesses communicate easily. • Scenario: Students are assigned to work with a partner practicing their vocabulary words. Henry is autistic and will need another way of communicating with his partner. • Gains: Engage in communication through pictures, sounds, and symbols. • Barriers: Difficult to operate, expensive, and bulky.

  8. Adaptive Student Desks • For children with neurological impairments, these desks adjust to their needs. • Scenario: Maria uses a wheelchair and cannot use a regular desk. She needs something designed just for her. • Gains: Adjust height and leg stirrups, child can be supported in stand-up position, independent use, additional storage space. • Barriers: Bulky

  9. Assistive Technology For the Deaf and Hard of Hearing

  10. Personal Amplification Device • Audio enhancer that directly increases the sound of noise around the user. • Scenario: Mario is deaf but uses a hearing aid and can use this device. • Gains: Control sound intensity and volume, reduces background noise, benefits all listeners. • Barriers: Placement of speakers (if not using ear piece).

  11. Audio/Visual Communication Devices • Combine residual hearing with closer views of mouth movement to enhance understanding. • Scenario: Annette is hard of hearing and seeing. She can use this device when hearing her teacher lecture. • Gains: Students can see the words, ASL that is being said, documents easily translated, allows for voice recognition. • Barriers: Some only allow certain time frames, some for only basic communication needs/wants, some require batteries or plug in, and may be bulky.

  12. Voice to Text Translation • A software device that captures spoken words and translates into readable text on a screen. • Scenario: Emily is instructed to listen to a number of vocabulary words and write them down. She can use this device to translate the words into text since she cannot use her hands. • Gains: Can be used on cell phone, allows student to read the text without using a keyboard and increased productivity. • Barriers: Requires microphone, typos, may need to make corrections to punctuation, and limited library of words.

  13. Resources • http://atcoalition.org/article/text-speech-readers-people-learning-disabilities • http://www.enhancedvision.com/low-vision/cctv-magnifiers.html • http://webaim.org/articles/motor/assistive • http://voices.yahoo.com/a-way-children-autism-communicate-5636354.html?cat=70 • http://www.eastersealstech.com/2013/05/01/adaptive-student-desks/ • http://www.abledata.com/abledata.cfm?pageid=19327&top=13446&deep=2&trail=22,13436&ksectionid=0&startpage=2&orgid=0&discontinued=0 • http://lintili-voicerecognitionsoftware.blogspot.com/2011/03/advantages-and-disadvantages-of-voice.html

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