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
“The purpose of the Wisconsin Assistive Technology Initiative (WATI) is to provide a comprehensive and thorough assistive technology assessment process” (Barbara, n.d., para. 14). WATI consists of an Assistive Technology Consideration Guide that is made like a table. Horizontally the table entails tasks that the student might be expected to complete in the classroom. Vertically the table asks if the student completes the tasks with special accommodations or AT devices. It also asks what new assistive technology the student will try (Marino, 2006). The ultimate goal of the WATI is to consider different types of AT, and to ensure that the student receives the best services and accommodations. Which will allow the student to learn the curriculum to his/ her full potential and meet the IEP and IFSP objectives (Barbara,
Including technology in lessons, for instance with applications and websites, can raise a student’s enthusiasm to learn and make lessons more suitable their specific needs. Students with these types of auditory disorders can also benefit from the use assistive technology so that they may able to adjust better in the classroom setting of typical students, and allow them to perform at their highest potential can be reached in ways that were not available in the past. Teachers must make adjustments for students with various learning styles and disabilities so that they can become productive citizens in a world that is constantly
There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)
"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)
Dell A., Newton D., & Petroff J, (2008). Assistive Technology in the Classroom. Upper Saddle River, New Jersey: Pearson Education Inc.
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
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.
The impact of technology in the classroom is unquestioned. Whether it be a class in middle school class in Macon, GA “skyping” with a middle school class in Tokyo, Japan or simply one student searching for information he needs for a paper he is writing. The need for access to this technology is not restricted to only the general education population in our schools. Children with disabilities are becoming increasingly proficient in and dependent on the use of these new types of assistive technology now available to them. However, they are limited by the availability of this technology. The limitations can be, in large part, attributed
There are several principles that form the foundation of universal design, which is defined as “an alternate path to accessible products or services, […] that have features that enable a person with a disability to use the product or service, whether by itself or in conjunction with assistive technology” (Tobias, 2003).Thus the main purpose of universal design is to make products usable to the greatest number of people, without the use of specially designed equipment (Connell, Jones, Mace, et al, 1997). The seven design elements serve as guidelines for reaching this goal.
... 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
Assistive technology plays an important role in the learning process for individuals with disabilities. Assistive technology is defined as "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 individuals with disabilities." (Maushak, Kelley & Blodgett, 2001, p. 419) Assistive technology is very beneficial to individuals that have disabilities. For example, students with mental retardation benefit from extremely organized learning situations because of their limited cognitive abilities. Students who are hearing impaired, blind, or visually impaired may need differentiated pedagogical materials. More emphasis should be placed on visual materials for students with hearing impairments than for other students. Modifying instruction for all students, especially exceptional students, requires strong dependence on media, materials and technology and the right choice of these components to fit particular ends. Moreover, research has indicated that technology not only can be adapted for use with students with disabilities, but when used can enhance students' educational achievement and self-image. (Duhaney & Duhaney, 2000, p. 393) With this knowledge, there have been many new products that have been developed to help individualize programs to fit the criteria for specific disabilities. Through out this paper we will be disusing three different pieces of assistive technologies. We will be looking at Dynawrite, AlphaSmart, and Texthelp and the benefits of each program.
Literature review will be conducted to examine and critiqued previous research regarding integrating technology in the classroom. The number students that use or have access to technology on a daily base increases daily. Technology has reshaped our educational system, from integration in the classroom, collaborating with peers, and how test are administered to students. Integrating technology in our educational system can assist the special needs students and prepare students for 21st century employment.
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.
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.