Cognitive Impairments Today’s classroom looks vastly different than classrooms even a decade ago. Teachers today need to be aware of different impairments and the impact it has on the tools they will be using to aid all of their students ability to reach their full potential. Students with cognitive impairments bring with them a unique set of challenges for the student and teacher to both overcome. Cognitive impairments encompass a vast array of qualifiers which makes accommodating for the student seem more problematic than is the reality. So what qualifies as a cognitive impairment? Dove (2012) highlights “attention, memory, self-regulation, navigation, emotion recognition and management, planning, and sequencing activity” as some cognitive processes that provide hurdles for students with cognition deficiencies. However, as Katsioloudis and Jones (2013) note, other cognitive disabilities include traumatic brain injuries, autism, and learning disabilities among others. With such a wide spectrum of cognitive impairments, the specific problems that students and teachers encounter are exponential. Students may be limited in their ability to make decisions, process information, retain information, and apply their intelligence in an academic setting (Katsioloudis & Jones, 2013). Without interventions, these impairments can limit the learning for affected students and for other students in the classroom that may also benefit from their point of view. Cognitive Technology Options Incorporating technology in the classroom can be accomplished via any technology that is utilized to enable any student the opportunity to enhance or sustain the educational learning environment with any student necessitated by impairment (Guder, 2012). Dove ... ... middle of paper ... ...ck, E. C., Shurr, J. C., Tom, K., Jasper, A. D., Bassette, L., Miller, B., & Flanagan, S. M. (2012). Fix it with TAPE: Repurposing technology to be assistive technology for students with high-incidence disabilities. Preventing School Failure, 56(2), 121-128. doi:10.1080/1045988X.2011.603396 Dove, M. K. (2012). Advancements in assistive technology and AT laws for the disabled. Delta Kappa Gamma Bulletin, 78(4), 23-29. Guder, C. S., & Booth, C. (2012). Making the right decisions about assistive technology in your library. Library Technology Reports, 48(7), 14-21. Katsioloudis, P. J., & Jones, M. (2013). Assistive technology: Fixing humans. Technology & Engineering Teacher, 72(7), 26-31. McClanahan , B., Williams, K., & Tate , S. (2012). A breakthrough for josh: How use of an ipad facilitated reading improvement. TechTrends, 56(3), 20-28. doi: 10.1007/s11528-012-0572-6
In this paper I will discuss two different case studies. The first case study involves a 35-month old girl named Kim who struggles with meal time, potty training, and play time with others. I will discuss four assistive technology devices, that would work for Kim. These devices will assist Kim with balance, mobility and undressing. The second case study involves a school age child name Billy, who struggles with benchmark objectives. Billy is in the fourth grade and use Assistive technology devices reading and math. I will discuss different AT devices that can be used to assist Billy with reading and math.
Student, environment, task, and assistive technology tools (SETT) consist of several questions that serve as a guide for collecting data and making important assistive technology decisions” (Barbara, n.d.). The purpose of these questions is for the IEP team to “consider the student’s needs and abilities, develop a system of tools that address the student’s needs, and connect the AT assessment with the proposed intervention.” (Marino, 2006, p. 21). When asking these questions it’s important to focus on all aspects of “SETT”: the student, the environment, the task, and the devices being used. The ultimate goal is to have a balance between all four areas (Marino, 2006).
Shortly after implementation of the assistive technology, the abandonment rate is known to as high as 75 – 80 percent. (Ebner & Verza as cited in Sharpe, 2010). Understanding why teachers abandon the assistive technology is important as they are the party that controls whether it is used in the classroom. Regardless of whether the IEP mandates its use, the teacher may not decide to use it or limit its use. (Sharpe, 2010). Factors such as teacher attitude, perceptions and pressures of adapting assistive technologies, could determine the likelihood of it being abandoned. Some teachers may feel excited about implementing assistive technologies but for others, it may invoke fear and resistance. This can be traced back to lack of skills or experience using the technology correctly and for the correct purpose (Smarkola as cited in Sharpe, 2010). Temple (as cited in Sharpe, 2010) cites lack of time as another barrier that can lead to abandonment. Other factors included problems in acquiring the assistive technology due to availability or provision of funds and poor perceived and or actual performance of the technology. Other issues relate to the student using the assistive technology. Students are often worried about technology affecting their self image due to peer reactions to their use of these technologies. These feelings can result in the
54 million Americans have a disability. Said more clearly, one in five Americans have a disability. Extended globally there are more than 610 million people in the world with some sort of disability or special needs (Manning-Schaffel, 2007). Upon reviewing most available market analysis it is apparent that this group is not being directly market to on a large scale. Likewise there is both a great need and many new opportunities as technology quickly advances. From a financial perspective this group is spending $8.8 billion USD worldwide on assistive devices primarily being pushed through medical representatives. This market is projected to reach $11 billion USD by 2015 and to continue at a 5%+ growth rate thereafter ("Assistive devices for," 2011). So there exists a subsection of the population whose spending is exploding worldwide, who is generally not being marketed to outside of core medical applications, who is beginning to become increasingly dependent on mobile technology such as phones and tablets.
Wilcox, J., (1999) Assistive technology and early childhood education. Journal of Special Education Technology, 28(3), 63-78
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
People with learning disabilities are the largest segment of the disability population, and growing numbers of col...
There are many “tools” that could be considered for a student who has trouble listening and understanding instructions. Sometimes, just an adjustment of where the child sits fixes the problem or eliminates the barrier. Other times, assistive technology is needed. Today, the options for assistive technology are endless. In Samanthas case there were many options of assistive technology I could provide her with to help her be successful in the classroom.
"Assistive Technology is any device, piece of equipment, of software that is used to help a person with a disability or impairment, reach full functional capacity. Some examples of high-tech assistive technology include voice recognition systems, voice synthesis, large print display, braille embossing, and alternative computer input devices." (University of Iowa) Some statistics on the widespread concern of developers for accessible websites include:"50 million people in the U.S. have some kind of functional limitation. 15% of those cannot use a computer without some form of assistive technology and about 8% of those who use the Web have disabilities." (McKeefy 1998) As research shows the internet is bringing a world of information to users with disabilities, but adversely, it is difficult for vision impaired people to access a multimedia-rich site. (McKeefy 1998)
Assistive Technology or “AT” is a term used in this context to describe an item or technique used to make the navigation of a home, school or play environment more accessible for a child with special needs (Lowenthal & Egan, 2003). This paper is written to explore some of the assistive technology (AT) options available to serve two children with special needs in separate circumstances. Low, mid and high tech options will be addressed with regards to the specific needs and intentions of the parents and teachers in each child’s life. Attached is a table offering options for assistive technology in the classroom to support the educational goals of each child.The first case study addressed in this paper is Savannah, a three-year old student who is wheelchair bound. She has a seizure disorder and has been diagnosed with spastic cerebral palsy. She has limited vision but seems to be able to recognize items presented to her such as shapes and colors. Savannah participates in “social” language. She loves music and cause/effect activities. She knows all of her colors and shapes, is able to recite the alphabet by rote. In written word, Savannah recognizes both her name and those of her classmates. Savannah’s parents have expressed a desire to have her placed in a more restrictive classroom, and her teacher is interested in working more to support Savannah in the areas of writing and organizational skills. Some assistive technology suggestions for use in supporting Savannah are discussed below. Because Savannah’s teacher is working on encouraging Savannah in the area of writing, assistive technology options to support this area of development will be discussed herein. A low-tech ...
As we enter the field of special education, we have recognized the importance of assistive technology for students. It is up to the educational team to inquire if there is a device that will “increase, maintain, or improve functional capabilities” of that child. For children with disabilities in the classroom, assistive technologies are their tools to extend their physical, social, and communication abilities. The majority of students with disabilities are capable of participating in the general education to varying degrees with some adaptations and modifications. More importantly, AT provides the means for academic inclusion. Technology innovations will be constantly changing the ways teachers teach and children learn. We, as teachers, must act as the liaison to link the student with the proper assistive technology device(s) to enable the students to succeed in the academic
... CLD info sheets: assistive technology. Council for Learning Disabilities. Retrieved on April 24, 2005, from http://www.cldinternational.org/c/@CS_yKIo7l8ozY/Pages/assistive.html
In practice, universal design and at often works in concert to achieve optimal and practical results (Hitchcock & Stahl, 2003). Assistive technologies make universal designs more effective. Assistive technologies keep the learners engaged by expression, representation, during the learning process. Identify at least three assistive-technology devices and explain how they accelerate and enhance learning. Audio players, recorder, reading guides and graphic organizers are the three assistive technology devices that can accelerate and enhance learning. Records and audio are equipment that allows the learners to enhance their learning by providing them the opportunity to listen to the words that appear on the page as they are reading. Someone that has a difficult time with writing or taking notes, the audio recorder can be a great tool to help the students grab the information during the teacher lecture provided during the class. Visual tracker and learners that have a hard time to stay focused, reading guides would be a great tool. For those learners that enjoy stay organized or map out their writing assignment, graphic organizers are excellent for these learners.
When and where the tools are implemented is another factor to consider. Generally, assistive technology should be used where the student is most frequently present, the general ed classroom or resource room. Home is another opportunity for the student to use the tools. Since we are focusing
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA and Denver, CO: ASCD and Mid-continent Research for Education and Learning.