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Special Education Technology

Special Education Technology. Assistive Technology. High Technical Society. Persuasive Technologies. John Castellani and Linda Tsantis Johns Hopkins University. COST. AVAILABILITY. GROWTH. Assumptions about Assistive Technology.

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Special Education Technology

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  1. Special Education Technology

  2. Assistive Technology High Technical Society Persuasive Technologies John Castellani and Linda Tsantis Johns Hopkins University

  3. COST AVAILABILITY GROWTH

  4. Assumptions about Assistive Technology • How many assistive technology devices exist for individuals with disabilities? • What is the relative cost for AT? • What is the rate of growth for AT devices?

  5. Assistive Technology • 1981 to Present • “As technology develops, an increasing number of peripherals will come into the range of what is affordable by schools”… • “The problems of recognizing a continuous stream of speech are such that it is not possible to build machines able to do this, whatever the cost.” • “The main problem with (providing speech synthesis) has been one of intelligibility, or of limited vocabulary. • “The main power of the microcomputer lies in the way in which it can be programmed to produce an unlimited variety of situations to provide learning environments appropriate to the needs of many different groups of children”

  6. ABLEDATA and Closing the Gap • http://www.abledata.com • http://www.closingthegap.com • **23,000 Software and Hardware devices for persons with disabilities

  7. Enhancing the Future of AT • Speech synthesis today costs: • Features available include, • Voice Recognition ($199 Version): • Features include: • 160 words per minute continuous speech recognition • 90% Accuracy • Vocabulary of 250,000 terms and more than 160,000 active words • Speech is transcribed immediately on the screen and in reports, letters, and e-mail messages, chat rooms, Instant Messaging windows and the Internet.

  8. Cost of Assistive Technology (Koshakji, A. (1997). Focus on Technology for the Diverse Workforce. A report from the Technology for the Diverse Workforce Conference, Knoxville, TN.)

  9. Cost of Assistive Technology • $5,500 to $9,000 per pupil (NCES, 1997) • Average Expenditure for AT = $15 per student • On the average, for every student about $3,665 was spent for instructional services, $1,996 for support services, and $262 for non-instructional purposes. • The ABLEDATA database of assistive technology and rehabilitation equipment contains information on more than 23,000 products for persons of all ages who have a physical, cognitive or sensory disability.

  10. Job Accommodation Network • National Organization of Disabilities cited average cost of accommodation to be $300 • 48% of employers reported accommodations costing between $1 and $500 • 20% reported no cost at all • Less than 10% reported costs of more than $1,000 • For injured workers • 20% reported savings between $1 and $2,500 • An additional 20% reported saving between $20,000 and $50,000

  11. High Tech Society Home School Community Work

  12. Students using computers in school and at home for educational purposes Source: NCES (2000) http://www.nces.gov

  13. In Addition Costs are coming down for all these products

  14. Enabling Technologies • Internet Banking and ATM Cards • Digital Libraries • E-commerce • Forecasting Technologies • Cell Phones and other Communication Devices • Palm Pilot Organizers • Telecommunications

  15. NCES, January 2000 report: Reported Barriers to Telecommunications

  16. NCES, January 2000 report: Reported Barriers to Telecommunications

  17. Telecommunications in Schools

  18. Use of Telecommunications in Higher Education

  19. National Organization on Disabilities 1999 Report • 7 out of 10 (72%) age 18-64 who were not working preferred to work • 2 out of 3 (41%) say their disability has prevented them from getting a job • Less than half who work full-time were in a position where they could use their full potential • More adults (47%) with disabilities reported an inability to find a job that paid enough compared with 31% in 1995 • One out of 3 (34%) lived in households with a total income on $15,000 or less

  20. A Changing Technical Society Source: The Internet Society, http://www.isoc.org

  21. The Law of Disruption Change • Novelty • Technology Upgrade • Do something new with old or new technology Time Source: Downes, L & Mui, C. (2000). Unleashing the killer app: Digital strategies for market dominance.

  22. Persuasive Technologies Attitudes and Beliefs Drives Questions of Community Mobilizes Issues of Transparency and Universal Accessibility Institutionalizes

  23. Source: Fogg, B.J. (1999). Persuasive Technologies: Now is your chance to decide what they will persuade us to do and how they will do it. Communications of the ACM, V42, N5.

  24. Source: Fogg, B.J. (1999). Persuasive Technologies: Now is your chance to decide what they will persuade us to do and how they will do it. Communications of the ACM, V42, N5.

  25. Systems Thinking and Communities of Learners • “One of the things that frightens me the most is when parents come into an IEP meeting with information found off the Internet that my teachers do not have any idea about even thought we are trying to keep up with technology on an ongoing basis”. • (Local School System: Director of Special Education)

  26. June 12, 2000Poll Finds Internet Attracting News Audience – New York Times, Sunday, June 11, 2000 • A third of the public now goes online for news at least once a week, compared to a fifth two years ago, according to the Pew poll. Fifteen percent get daily reports from the Internet, almost three times the number two years ago.

  27. Communities of Learners • Learning is fundamentally social: A matter of changing “identity”, not just acquiring “knowledge” • Knowledge is integrated into the life of communities; sharing values, perspectives, and ways of doing things • Learning is an act of membership • Knowledge depends on engagement of practice

  28. Learning is an individual process Learning is separate from other work and life activities Learning has a beginning and an end Teachers are required because learners do not have anything substantial to contribute Learning happens when people work together to solve problems Learning happens as a natural part of work and life Learning is continuous and ongoing Teachers can facilitate learning and help learners create knowledge Reality Myth Beer, Valorie (2000). The Web Learning Field-book: Using the WWW to build workplace learning environments.

  29. On Demand Technical Assistance • Imagine a Virtual Learning Community on the Web that provided: • The most up to date costs for Assistive Technology and AT vendors in your area • Mentors to scaffold learning to promote change agents in the school, work, and local community • The latest research on on-line resources to help individuals become technically adept at using AT in the classroom • A site where you entered your zip code that provided current information on local legislation • The latest best practices for using AT to get students on the Internet and resources in your area • A discussion board with real communities of experts guiding research to practice in your local area • The latest information on national legislation sent to your e-mail when policies evolve at the federal level • On demand training about legislation, instructional and assistive technologies, strategies for reading and writing, assessment practices, universal accessibility………………

  30. Persuasive Technologies

  31. Available: http:cte.jhu.edu/techacademy/ (June 2000)

  32. Telecommunications and Web-Based Instruction Certificate program

  33. Universal Accessibility • Anchored change • Institutionalized, Legalized, and Automatic • Planning from the beginning • To re-tool is more expensive than to tool • General Educators • Universally Accessible • http://www.cast.org • http://www.cec.sped.org

  34. Opportunities for Technical Assistance • Connect individuals to the wealth of opportunities in a convincing and purposeful fashion on the Internet, • Use persuasive technologies that facilitate change through the use of emerging and available media, • Create new opportunities for synergy and momentum in communities of learners, and • Increase the use of assistive technology THROUGH technology that is systemic, institutionalized, and transparent

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