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Assistive technology in education paper
Assistive technology in education paper
Assistive technology in education paper
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1.Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom.
Assistive technology is used to improve functional capabilities for an individual. With that being said there is a wide range of different technologies that could be used to assist an individual. Examples of AT found on (Page 1: Assistive Technology Devices) consist of brail books, book scanners, magnifiers, grabbers, pencil grips, and highlighters. It is obvious that the range of devices vary in helping a variety of disabilities.
2. Explain two reasons why it is necessary to consider AT for students with disabilities.
According to The Iris Center (Page 2: Assistive Technology Devices) assistive
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Why is it important to consider both AT devices and services?
As stated on The Iris Center’s website (Page 3: Assistive Technology Services) is very important to always consider both devices and services when considering the usage of assistive technology. The devices are important to benefit the individual and overcome challenges and barriers the disability might provide. Whereas, the services assist the individual in the selection, purchase, or usage of AT. Services also coordinate training and assistance for the individual/student, family, teachers, and others that are involved and impacted by the device.
4. Describe three responsibilities of the Implementation
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6. Imagine you are a seventh-grade general education language arts teacher and a student in your class has an upcoming IEP meeting. What types of information should you gather ahead of time to contribute to the discussion of the student’s AT needs? Name at least four.
Stated on (Page 6: Evaluation and Decision Making) the different types of information that should be gathered ahead of time to contribute to the discussion of the student’s AT needs to provide evaluation data. Data can consist of test scores, worksheets, or different assignments that would be able represent the needs for AT. You should also gather can contact information for family members of the individual if the family is not present. Present at the IEP meeting should be any trainings you have on assistive technology. You might want to bring with you different types of technology that you use in your classroom to demonstrate you have the knowledge about the device. Finally you should bring your copy of the individuals IEP to have present at the IEP
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.
That is, the IEP must document the student’s historical accomplishments and how their disability impacts their progress of the general curriculum. There should be annual goals, both academic and functional, that focus on what the student can reasonably accomplish. There should also be benchmarks that measure progress and communication processes that inform parents and other parties of the student’s progress. The IEP must identify which special education services will be used, such as supplementary aids and communication devices. The IEP must estimate how much of every school day will be spent separate from nondisabled
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).
Choosing an assistive technology can be prove to be an expensive and time consuming task for all parties, therefore it is important that the technology will be provided to those students that will require them and to those that will actually use them. (Hemmingsson, Lidstrom & Nygard, 2009). Therefore teachers must be provided with support for factors such as evaluations, selecting and purchasing and designing and customising the technology. (Sharpe, 2010). Schools can fund the assistive technologies but they must consider funding the human factor by providing ongoing training and technical assistance to the teacher, staff, student and their families. (Lahm, Bausch, Sarpe & Hasselbring as cited in Sharpe 2010). According to Sharpe (2010), deciding on an assistive technology should be based on data collection of students abilities, breakdown of learning activities, learning style, the environment in which the assistive technology will be used, Individualised Education Plan (IEP) goals and objectives and the level of technology acceptance. This involves having the support and consultation with not only the school, staff and parents but also outside agencies like occupational therapists, who need to co-operate with schools to ensure that the choice of assistive technology is integrated into the classroom to increase
Werts, M. G. (2002). Knowing what to expect Introducing pre-service teachers to IEP meetings. Teacher Education and Special Education, 25(4), 413-418.
District personnel must ensure that the IEP is implemented; they must coordinate the agreed-upon placement and services that are listed in the IEP; and they must obtain parental consent before providing special education services. If parents refuse to consent, the district is not obligated to provide the student with a FAPE or to convene future IEP meetings. Additionally, the district cannot challenge parental refusal through due process. In other words, parents have the right to insist that their child is not provided special education and related services even after an evaluation has confirmed that the student is in need of these
Once covered under an IEP, the students with disabilities are re-evaluated at least every three years and their IEP’s is reviewed when a change in place occurs. This is most often annually as they go from grade to grade. IDEA recognizes autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, other health impairment (i.e., attention deficit hyperactivity disorder), specific learning disability, speech or language impairment, traumatic brain injury and visual impairment. An evaluation for services under I...
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
First explain the differences between low incidence disabilities (LID) and High Incidence Disabilities (HID). Then discuss three specific transition services for either LID or HID in 2015 and why they are viable for this population. Then, explain 2 specific local/state and/or federal regulations that are in place to support this population of students with disabilities? Be Specific!
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
Assistive technology is often used by individuals with a learning disability. A learning disability “describes a neurobiological disorder in which a person’s brain works or is structured differently” (Lee1). A person’s abilities can be severely affected from a learning disability. They may listen differently, talk differently, write, spell, organize, and work with school subjects in a different way. Learning disabilities also affect people’s individual and personal lives to a great extent. According to the National Institutes of Health, one in seven children has a learning disability. The disability manifests itself when the child shows difficulty in reading, writing, spelling, and conversing with others. The added time they need to process information may make them seem less intelligent then others around them, but this is not the case. Individuals with learning disabilities are just as smart as anyone else; they just need to learn in a different way. The earlier a learning disability is noticed and detected, the earlier a child may be able to learn how to deal with or compensate for it (Lee 1). This is where assistive technology comes into play.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
... 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
But how is this achieved? The range of special needs covers a very wide spectrum. It will be necessary therefore to examine how ICT can support the various needs. Standard equipment is often suitable for children with SEN. the settings of the computer can be changes to make it more computer friendly.