onment.
Yes, I have encountered AT abandonment. A few time the AT devices have been sent to our school and there has been no training. Another time only one member of the IEP team was trained on PECS and rest of the team did not have the training to implement PECS properly.
2. What strategies could be implemented to encourage students, teachers, therapists, and/or parents to use AT devices?
Showing student, teachers, therapists, and parents the motivating videos of other students who have used the devices and success with the devices helps motivate people to using the AT devices. Proper training on a device is important (Bowden-Carpenter, Johnston, and Beard, 2014). It is easy for someone to be frustrated with something that they don’t know
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What is the benefit of accessing a lending library prior to a student being assigned an AT device?
By accessing a lending library prior to a student being assigned an AT device IEP teams can see what devices are available to them. In addition, the team could borrow a device and see if there are any concerns about the device. For example; if a team wanted were considering a Dynavox but were concerned about the size of the images. The team could borrow a Dynavox and see what it looked like in real life.
4. Refer to one of the students portrayed in the Assistive Technology in Action: An AT Awareness Video Series and describe their attitude towards AT. If available, their teacher’s or parent’s
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The only concern would be fore the teacher who may abandon the idea due to the amount of planning time that UDL would require. Nelson (2014) suggests students have ownership in their own learning. In addition, students’ interests need to be included in lessons (Nelson, 2014). UDL should engage students, give representations of lessons for students to follow, and use action and expression to have students should what they have learned.
6. How can designing with UDL allow you to integrate low and high tech AT for everyone in order to facilitate acceptance for students with low incidence disabilities?
Designing with UDL in mind allows the teacher to look for opportunities to have all students engaged with the curriculum. By using UDL friendly goals the teacher allows for the use of AT devices while working towards the goals (Nelson, 2014). Low-tech devices, such as, pencil grips can be used by all students in lower elementary grades and the students are all accepting of the devices for the students who have disabilities. Other low-tech devices may easily be included into inclusive classrooms to help foster the acceptance of students with low incidence disabilities. High tech devices, such as, handwriting software could be implemented in the general education classroom for all students. For example; I have a student who has goals for keyboarding. The students in her classroom use the same software for keyboarding during
The moral philosophy best describes my personal decision making is virtue ethics (Ferrell, Fraedrich, & Ferrell, 2013). It best description of me as virtual ethics having exceptional moral character (Ferrell, Fraedrich, & Ferrell, 2013). My character displays honesty, integrity, and helpfulness (Ferrell, Fraedrich, & Ferrell, 2013). For example, a friend attempted to commit suicide as a result of a wife asking for a divorce through email (Ferrell, Fraedrich, & Ferrell, 2013). However, while working I received a phone call from him stating his desire not to live anymore (Ferrell, Fraedrich, & Ferrell, 2013). Meanwhile, I called his son to ensure that he wasn’t alone however, his son drove to the house and found his father sitting and with a
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).
In order to thoroughly understand the significance of assistive technology in special education, it is important to understand what an IEP is. An IEP is a mandated document for public schools called an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, and related services personnel to work together to improve educational results for children with disabilities. It is a legal document specific to each individu...
I observed an IEP meeting for one of my students who has a TBI, traumatic brain injury. She just moved to this school district last year, so this was a follow-up IEP meeting to see how she was doing on her short-term objectives and overall goal. They also talked about transitioning her into high school, because she is in 8th grade now. The People who attended the meeting were the DAPE teacher, the mom, the student, the three special education teachers, the para-professional, and case manger.
Customers will be able to experience Apple’s exclusive technology and software that is unsurpassed by the rest. By collaborating with some of the top learning organizations in the world has enabled us to fill this device with content that is fortified by the Apple brand which is reliable, innovative, and resilient. Individuals as well as educational institutions will benefit from an exceptional learning device which will offer access to programs that lead to a wealth of endless learning and growth
Explain the differences between low incidence disabilities (LID) and High Incidence Disabilities (HID). 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 about the product! The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012).
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
In order to discuss how technology motivates reluctant learners, we must first agree upon what exactly a reluctant learner is. According to Joyce M. Herzog, a reluctant learner is one who "is not interested in life at all, is not interested in what you are teaching, and is not able to learn in the time-frame or manner of presentation" (2002). There are several reasons as to why the student may feel the way he/she does. As a teacher, one must be very careful to make sure to take into consideration all of the reasons as to why a student may feel reluctant to put forth the necessary energy in the classroom. One reason may be that the student suffers from a learning disability, which is defined by the educational dictionary Wordsmyth as "any of various conditions thought to be associated with the nervous system, that cause difficulty in mastering a basic skill such as reading" (2002). "Various disabilities include ADD, communication disorders, and behavioral disorders" (Woolfolk, 2004, p.124-131). Students with these disabilities are often seen as disadvantaged when it comes to learning in a typical school setting. Problems at home could also be a cause for reluctancy of students.
That’s the message behind this week’s reading, The Concept of Universal Design. According to the National Center on Universal Design for Learning, UDL is “a set of principles for curriculum development that give
... 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
“Are we going to prepare kids for their future, or our past? If we aren’t using technology, we aren’t preparing them for the future” says Sister Patricia Clune, Superintendent in Kansas City (Galitzine). Many kids develop back problems at an early age from carrying heavy textbooks(Tablets). Electronic devices weigh much lighter than textbooks making it a more suitable option for kids (Tablets). Textbooks need to be constantly updated but by using electronic devices schools can easily update books electronically at a much cheaper cost (Tablets).There are numerous tools found online that educators can use to encourage students to be more innovative and creative with their learning (Hilgedick). The support for electronic devices is constantly growing because of health, economical, and educational reasons.
Electronic Devices in Schools -. Detroit: Green Haven Press, 2008. Print. The. Higgins, Josh.
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.