Assistive technology includes adaptive tools that help students with disabilities to learn and perform tasks better in their daily life (Kauchak, Eggen, Carter, page 390). Adaptations to computers can assist children who have severe physical impairments or those who cannot interact with a standard computer unless certain adaptations have been made. Adaptations to computer input devices include hardware options like voice-controlled devices, trackballs, touch screens and adapted keyboards can assist children with special physical needs and make computers and technology more accessible to them. Blind or visually impaired children can use voice activated machines or special Braille keyboards to input information into computers. There are computers and special equipment designed to assist deaf learners as well; captioned video with subtitles helps deaf children follow along with the rest of the class while watching educational videos, and when teachers incorporate hypermedia presentations into their lessons like Powerpoint, deaf children can read along or review the material at another time if needed.
7. Findings These findings imply that careful thought is needed when considering how to use technology to best effect: a) collaborative use of technology (in pairs or small groups) is usually more effective than individual use, though some pupils, especially younger children, may need guidance in how to collaborate effectively and responsibly. b) training and professional development for teachers is an important component to successful approaches. Comments: The findings serve as an evidence for the learners to learn more and discover more. It help them to develop their mind and become competitive individual in the future.. 8.
For those children with a physical disability a variety of switches, optical pointers, voice controlled devices and word prediction software has been designed to overcome the problems these children have using traditional input devices such as the mouse and keyboard. However according to Semerc  these alternative methods of access are more complex than direct input and therefore place an additional cognitive burden on the child. The system therefore needs to be set up so that it does not become an additional barrier. Children need to be competent with input devices such as switches. The technique may take time to develop and opportunities need to be provided to practise these to avoid frustration.
Adventure book may allow children to thick kinaesthetically so that they can act out ideas before write or explain about the concepts. Picture books not only help students to make mathematical ideas but also largely provide visualizations of mathematical concepts through many illustrations. They found that when the teacher asked questions the books were effective in prompting mathematic... ... middle of paper ... ...t values achieving the outcome. Although using literature may not always be a best strategy to teach mathematical concepts, it is a way to engage student in learning rather than working on worksheets every day. When parents and teachers offer children opportunities to share and discuss the books they read, children are motivated to read even more and, therefore, learn more (Gambrell, 2009).
Social interactions through both see children need to either interact with adults or class peers and thought with language even though the theories have different opinion both see thought and language as child development in either thought before language or language before thought. There both show that language and though for children are important to children cognitive development. Perspectives of teaching and learning have many effects on what children are to learn (McDevitt & Ormrod, 2010). Two theories Piaget’s and Vygotsky theories of cognitive development are going to show perspectives of teaching though the benefits, limitations and implications to the theory of perspectives in teaching and learning. Both Vygotsky and Piaget show perspectives of teaching and learning in different methods to children’s development throughout this essay.
General Overview / Who Will Benefit Word prediction programs were originally developed to reduce typing for individuals with physical disabilities (MacArthur, 1998). Word prediction can help students during word processing by predicting a word the student intends to use. Predictions are based on spelling, syntax, and frequent or recent use of a word. This type of compensatory support prompts students who struggle with writing to use proper spelling, grammar and word choice. Word predication can also provide the slow or reluctant writer a means of developing and entering text confidently without spending all their time worrying a... ... middle of paper ... ...gld.net/pdf/teaching_how-tos/from_illegible_to_under.pdf Pacer Center.
I created a table that listed the following five motivation theory categories related to gifted students: expectancy-value, intrinsic and extrinsic, goals, perceptions of self, and attribution. The table gives a brief summary of the theory, an explanation of research finding related to gifted students, and strategies or tips on how educators can use this information to guide instructional practices. I also included some graphics related to the theories shared in my informational table. This page was important to include to incorporate research theories to classroom practices in an easy format to educators to understand and incorporate into their
Promoting independent engagement and performance of classroom activities and decreasing dependence on adults is an important objective when teaching students with disabilities (Hall, McClannahan, & Krantz, 1995). Some of the most successful interventions targeting increased independent skills in students with developmental disabilities emphasize a shift in stimulus control from continuous adult management during instruction to an alternative stimulus. Stimulus control refers to a verbal, physical or gestural prompt from another individual. This shift in stimulus control is vital in increasing student independence across settings (Hume, Loftin, Lantz, 2009). This shift increases their independence by transferring reliance on an individual to an alternative stimulus such as a visual support.
The computer also has to connect with what the child is learning throughout the curriculum of school. Computers help children learn about new things that can enhance their development. The computer alone doesn’t cause the learning, but it helps the teacher to facilitate learning. “ The National Education Goals Panel identified five essential dimensions of early development and learning: physical well- being and motor development; social and emotional development; approaches toward learning; language development; and cognition and general knowledge.” They say that the computer can facilitate development in all of these areas. The first one I want to talk about is physical well-being and motor development.
Educational Growth Professional counseling services could offer good assistance for children with children with autism spectrum disorders (ASD). Psychologists well aware of ASD have shown much interest in depending on counseling tools that focus on education. This approach aims to improve educational growth in autistic children such that they better communicate with their peers and perform well on classroom tasks. For instance, apart from CBT or talk therapy, the counselor could administer Applied Behavior Analysis (ABA). This refers to the guidelines and principles basing on which the autistic children provide education with a special emphasis on behaviorism.