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I’m Supposed to Understand Computers Too?!

I’m Supposed to Understand Computers Too?!. Teresa Haven, Ph.D. AHEAD 2012 5.2 Out of the Box!. Introduction. Why are we here? To learn about various basic types of assistive technology, how it can help cross barriers, and how to effectively recommend its use.

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I’m Supposed to Understand Computers Too?!

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  1. I’m Supposed to Understand Computers Too?! Teresa Haven, Ph.D. AHEAD 2012 5.2 Out of the Box!

  2. Introduction • Why are we here? • To learn about various basic types of assistive technology, how it can help cross barriers, and how to effectively recommend its use. • Terminology: Access, Assistive, Adaptive Tech • Historical Context • Current day issues

  3. Disability does not determine AT • One technology does not fit all • Basic information necessary: • Types of limitations/difficulties • Learning Style • Types of technologies available

  4. Common Difficulties in Academic Settings • Visual Contrast • Visual Focus • Visual Tracking • Mental Focus/Concentration • Visual Decoding • Motor Control • Lack of Access to Sound – partial or total

  5. Learning Styles • Visual, Auditory, Kinesthetic • Which is dominant? • Which, if any, distracts? • Don’t assume that disability will trump learning style – a blind person can still be a visual learner, a person with a hearing loss can still be an auditory learner.

  6. Major Technology Types • Magnification • Screen Readers • TTS (Text-to-Speech) Utilities • Scan-and-Read Utilities • Speech Recognition

  7. Types of Technology Continued • Eye gaze or head tracking systems • Adaptive keyboards, mice/trackballs, etc. • “Personal” tech: audio players, notetakers, AC devices, etc. • Off-the-shelf technologies – may not have originally been designed as AT: smartphones, tablet computers, e-book readers, etc.

  8. Assessment Conversation • History: has the student used AT before? What tech was used and how did it work? • What types of difficulty are being experienced now or are anticipated? • Learning Style: does the student learn best by seeing, hearing, touching/doing, or some combination? • Testing: ask the student to perform relevant tasks and observe.

  9. Caveats • Are the student’s expectations about college realistic? • Does the student appear to have poor academic preparation, or need support in other areas such as time management, study skills, etc.? • Student’s expectations about technology need to be realistic – this isn’t Star Trek! • Institution’s technology needs to be accessible – AT won’t eliminate barriers on its own.

  10. Assessment Wrapup • Once some potential types of technology have been selected, demonstrate for student and have him/her try it out. • Know how to use tech yourself! • Have some programs installed where students can sample with you and you can observe reaction. • Contact vendors for trial copies to give students. • Develop a resource list to share with students. • If something doesn’t work for the student, re-assess and figure out why, then choose another option.

  11. Questions?

  12. Contact Information • Teresa.Haven@asu.edu • Please use “AHEAD Session 5.2” as your subject line. I will reply to emails after the conference is over. • Thank you for your time and attention!

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