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Assisted Technology

Assisted Technology. By: Daniel Roman. What is Assistive Technology?.

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Assisted Technology

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  1. Assisted Technology By: Daniel Roman

  2. What is Assistive Technology? • Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies.

  3. Assistive Technology for Vision: Aids students who are blind or have low vision • Eyeglasses • Large-print books • Books on tape • Magnifying glass • Slate and Braille stylus • Stencil • Tape recorder • Cassettes • Stereo headphones • Lighting contrasts • Adapted paper

  4. Assistive Technology for Communication: Aids students who have difficulty in communicating effectively (i.e., they are unintelligible, have no or very little verbal skills, or have limited language proficiency) • Pictures, photographs, objects • Communication boards • Communication books • Eye-gaze or eye-pointing systems • Simple voice-output devices • Word cards or word manipulative • Word window • Writing guides • Voice-output devices with levels • Voice output with icon sequencing

  5. Assistive Technology forAccess: Aids students who have difficulties in accessing communication, learning tools, or engaging in classroom or home activities. • Adapted common tools (e.g., big pencils) • A roller-ball (or tracker-ball) pointing device with a separate button for clicking • Adapted handles (e.g., pencil grips) • Scotch tape to hold paper in place, Velcro, slant borders • Adapted book-page turners • Adapted paper (different sizes) • Built-up stylus • T-bar to assist with typing • Switches • Head pointers

  6. Assistive Technology for Hearing: Aids students who are deaf or hard-of-hearing • Hearing aids • Signaling devices • Pictures, photographs, objects • Communication boards • Assistive listening devices (e.g., amplified phone system) • Phonic ear • Headphones (to keep the listener focused, adjust sound, etc.) • FM amplification systems (e.g., auditory trainer) • TDD/TTY for phone service • Closed-captioning television • Real-time captioning • CD-based (text) books, electronic books • Audio-voice amplification device for teachers

  7. Assistive Technology for Learning and Studying: Aids students with high-incidence disabilities (learning, behavior, or cognitive disabilities) to increase, maintain, or improve their functional capabilities • Highlighting tape • Post-It notes • Picture schedule • Written schedule • Social stories • Written or picture-supported directions • Aids to help find materials (e.g., color tabs) • Editing devices: correction fluid (such as Liquid Paper or White Out) correction tape, correction pen, highlight tape • Sentence windows

  8. Assisted Technology Strategy • The assisted technology strategy that I will be presenting is “Schedules” which is a “Low tech Strategy” • A “low tech strategy” is a Visual support strategy which does not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc.

  9. Assisted Technology Strategy (Cont) • The strategy that I will be doing is for Comprehension Skills • Increasing comprehension of tasks/activities/situations is essential in addressing skill areas such as organization, attending, self help, following directions, following rules and modifying behavior. As a result, the child becomes more independent.

  10. Assisted Technology Strategy (Schedules) • A Schedule is aconsistent daily use of an individualized visual schedule will increase a child's organization skills and independent functioning throughout all aspects of his life and will ease transition through adulthood. • There are numerous ways to present visual schedules. Example: object schedule, 3-ring binder schedule, clipboard schedule, manila file folder schedules, dry erase board schedules, etc.

  11. Schedules • Each child's individual needs should be considered in designing his/her personal visual schedule. It should be noted that visual schedules are as important for the child to use at school as at home. The information given to the child through a visual mode is extremely critical in helping him to understand the day's events and their sequence

  12. Visual Schedule • A visual schedule will give the child the following information • What is currently happening • What is coming up next (the sequence of events) • When they are "all done" with something” • Any changes that might occur.

  13. Visual Schedule (Cont) • A visual schedule is a "first-then" strategy, that is, "first you do ___, then you do ___", rather than an "if-then" approach (i.e., "if you do ___, then you can do___"). The "first" activity can be modified as needed to accommodate the child's changing ability to process in-coming information. Once this is done, then he can move on to his next visually scheduled task/activity. It is important for the child to indicate that he is "all done" with a scheduled activity.

  14. Practical examples • From the picture on the left you can see a practical example of a schedule for the daily activities in the class with pictures. From top to bottom • 1. Pledge • 2. desk time • 3. computer • 4. calendar time • 5. desk time

  15. 2nd example • The second example is how a schedule can be used for a reading assignment. • 1. read pgs 1-5 first • 2. Write a journal on the pages you have just read in the book

  16. Conclusion • Assistive technology is a real good thing and the better technology gets the more we can help individuals with disabilities. • The strategy and practical examples I gave are probably some of the simplest forms of assistive technology. But very effective and used with individuals who don’t have learning disabilities as well. • And as we have been learning all semester. It really depends on the individual. And for every strategy that works for one individual they’ll be another person who is will not work for.

  17. References • Alessi, S.M., & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed., pp. 138-179). Needham Heights, MA: Allyn & Bacon. • Anderson-Inman, L., & Horney, M. (1999). Electronic books: Reading and studying with supportive resources. Available at http://www.readingonline.org/electronic/ebook. • Anderson-Inman, L. & Reinking, D. (1998). Learning from text in a post-typographic world. In C. Hynd, S. Stahl. B. Britton, M. Carr & S. Glynn (Eds.) Learning from text across conceptual domains in secondary schools. Mahwah, NJ: Lawrence Erlbaum Associates. • Behrmann, M., & Jerome, M. K. (2002). Assistive technology for students with mild disabilities: Update 2002. ERIC Digest. Retrieved May 12, 2005, from http://www.ericdigests.org/2003-1/assistive.htm.

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