Cynthia Balderas, Elizabeth Castillo, Juan Garcia, Daniela Guardiola. Assistive Technology. Assistive Technology.
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Cynthia Balderas, Elizabeth Castillo, Juan Garcia, Daniela Guardiola
“Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.”
(20 U.S.C., 1401, Section 601)
Special Needs Students
Regular Education Students
To help state and local education agencies provide for the education of all children with disabilities
To assess and assure the effectiveness of efforts to educate all children with disabilitiesThe Education for All Handicapped Children Act of 1975
Photo of graphic courtesy William Bronston, M.D
“The Individuals with Disabilities Education Improvement Act of 2004 will help children learn better by promoting accountability for results, enhancing parent involvement, using proven practices and materials, providing more flexibility, and reducing paperwork burdens for teachers, states and local school districts.”
--- President George W. Bush
“ NCLB has increased the expectations for some students with mild disabilities and some of them have measured up.”
--Special Education Director
“It is critical that students with disabilities remain included in the accountability system to ensure that they are receiving the same high quality education as their non-disabled peers.”
--Special Education Director
Ensures continued funding for assistive technology
Provides assistive technology to persons with disabilities, so they can more fully participate in education, employment, and daily activities
Students with special needs are entitles to a free education in the least restrictive environment with an IEP that might include assistive technology
Students with special need went to school but many were not given the individual instruction or assistive technology needed.
The idea of integration into a least restrictive environment developed and was guaranteed by IDEA in 1990
Students with special needs were institutionalized or sayed home.
A student must be identified with a disability first before they are eligible for assistive technology
IEP team must then evaluate the child first to see if assistive technology would improve the functional capabilities of the child with disability
In our district we call the IEP team the Admissions Review and Dismissal committee
Then it is up to the Admissions Review and Dismissal committee then must state what assistive technology the student needs in the students IEP.
The ARD committee then reviews the IEP for the next school year and can make whatever changes they deem necessary.
The ARD committee is made up of classroom teacher, special Ed. teacher, diagnostician, principal and parent.
Children who have been Identified with a disability
Individualized Education Program (IEP) Team decides whether a student is in need of assistive technology
IEP Team consists of the classroom teacher, special Ed. teacher, Diagnostician, parent and principal
Teacher must follow IEP
Evaluates the needs of the child with a disability
Purchases the device the child is going to use
Provides training for child and parents on how to use the device
Provides training for the teachers working with the child
Follows the IEP of the student
Makes sure there is proper use of the assistive technology device
Addresses the needs of the student
Has proper training on the device the student is using
The role of the MTT is to ensure all students are finding success using technology therefore it is important to provide the technology resources for students with disabilities to enable them to learn more productively.
Progress Report on the Texas Long-Range Plan for Technology
www.tea.state.tx.us/curriculum (Select Technology Applications.)
“For most people technology makes things easier. For persons with disabilities, technology makes things possible.” Fleming, 1999
Slides 21- 26 (Lisa Castillo)
Texas Education Agency Master Technology Teacher Retrieved from
Retrieved from Education Resources Information Center. (ED434473)
Slides 1 Children-9 (Daniela Guardiola)
Chmiliar, L. & Cheung, B. (2007). Assistive technology for teachers-Innovation and accessibility online. Developmental Disabilities Bulletin, 35(1&2), 18-28.
Heward, W., (2003). 466, Physical Disabilities, Health Impairments, and Traumatic Brain Injury. In Sharp, A.P. (Ed.), Exceptional Children: An Introduction to Special Education 7th Edition (pp. 438-479). Upper Saddle River, NJ: Merrill Prentice Hall.
Howe, Abe. (n.d.) Assistive Technology. Retrieved July 19, 2009, from http://edschool.csuhayward.edu/departments/ted/instruction/howe/5500/AT/contents.html
Kelker, K.A., Holt, R., Moses, K., (1997). Family guide to assistive technology. Retreived July 19, 2009 from http://www.pluk.org/AT1.html#2References
Slides 18-21 (Juan Garcia)
Slide 1: http://edschool.csuhayward.edu/departments/ted/instruction/howe/5500/AT/contents.html
Slide 2: http://www.ilwig.net/resources/assistive_technology.html
Slide 3: http://edschool.csuhayward.edu/departments/ted/instruction/howe/5500/AT/contents.html
Slide 4: http://simmonsatshowcase.wikispaces.com/Assistive+Technology+Implementation+Model+-+CETT+Team?f=print
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Slide 6: http://www.abledata.com/abledata.cfm?pageid=19327&ksectionid=19327&top=15466
Slide 6: https://www.ibmilw.com/item/view/id/100819
Slide 6: http://blog.vcu.edu/ttac/assistive_technologies/
Slide 6: https://www.kansasworks.com/ada/disability/dis_dev_dsp.cfm?adiid=10&callingfile=dis_controller_dsp.cfm&hash=BE3A0E3D8E27AACE08F30A3932A3F641
Slide 7: http://nestaquin.wordpress.com/2009/05/20/the-strauss-tapes-part-xv/
Slide 7: http://support.prentrom.com/article.php?id=460
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