Technology+for+Special+Needs

By: Becky Austin, Celeste Bartlett, Dawn Beeman, and Samantha Twigg

Reference Notes Becky's Notes for Tech Lab -Recall the federal definition of AT 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 a child with a disability"

-when applied to students with high incidence disabilities, AT includes a continuum ranging from no tech devices (e.g., pencil grips and slant boards for writing) to high tech devices [e.g., spell checkers, calculators, portable keyboards, and text-to speech systems).

-These devices provide students with the assistance needed to "function" by reading, writing, and completing mathematical computations more independently.

· Reference- Marino, M., Marino, E., & Shaw, S. (2006). Making Informed Assistive Technology Decisions for Students With High Incidence Disabilities. (Cover story). //Teaching Exceptional Children//, //38//(6), 18-25. Retrieved from Academic Search Complete database.

Types of assistive technology: - Wheelchairs for students who have physical disabilities - Hearing aids for students who have hearing problems - Switches - Alternative mice (joysticks, roller ball mouse, switch adapted mouse) - Color coded keyboards, brail keyboards - Touch screen computers - Communication aids (voice machines, computers) - Adapted tables and desks

What can assistive technology do? - Help an individual accomplish things they could not normally do - Some devices help sustain life and function (hearing aids) - Help communicate - Used for body support or body protection - Mobility - Interaction with others and environment - Transition into adult world - Education purposes - Sports and recreation

· Reference- Poel, E. (2007). Enhancing What Students Can Do. //Educational Leadership//, //64//(5), 64-66. Retrieved from Academic Search Complete database.

Celeste Bartlett “Technology for Special Needs”

• Discusses sensory enhancers • Gives a list of all of these tools • Discusses environmental controls and manipulators • goes into what these are and how they are used • Gives examples of instructional techniques with technology • this article also discusses the different types of impairments and what can be used in the classroom to help those students
 * Integrating Technology into a Student's IEP **

• Discusses high technology and low technology ◦ high technology is adevice that may require a computer chip ◦ Low technology devices can usually be purchased at a hardware store • Shows the application of these technologies ◦ organization ◦ note-taking ◦ writing assistance ◦ productivity ◦ access to reference material ◦ cognitive assistance ◦ materials modification • good source for examples
 * ||  ||  Bragman, R. (1989). Integrating technology into a student's iep. Retrieved from http://parentpals.com/gossamer/pages/Detailed/913.html ||
 * Assistive Technology for Students with Mild Disabilities **

• Equal ◦ With technology for special needs these children are able to be on the same level as the other children • Moral and legal reasons
 * ||  ||  Behrmann, M.M. (1995). Assistive technology for students with mild disabilities. Retrieved from http://parentpals.com/gossamer/pages/Detailed/910.html ||
 * Assistive Technology for Young Children in Special Education **

Assistive Technology Paper

Assistive Technology By Becky Austin, Celeste Bartlett, Dawn Beeman and Samantha Twigg Over the years it is no doubt that technology has made many wonderful advances in students' lives. Without technology students would physically and mentally not be able to progress and retain information as quickly as they do. Technology also helps to pick up on problems before most humans can see them. The technology also helps solve problems that humans could not solve otherwise. Students with Special Needs require tools that will support their level of learning. Every child learns at a different pace, and every child learns a specific way verses another child. It is hard to teach all the children in the classroom one way, and meet all their needs. When you have technology in the classroom you can meet all the needs of your students. In the past teachers have had to take students with special needs out of the classroom in order to introduce information to them and meet their needs. Now that technology is in the classroom it has extremely reduced the need for children to be removed from the room. The students are able to still be included into classroom activities. The students and teachers use technology as a tool to help them interact and learn. Assistive technology is any technological device used by a person with special needs in order to assist them to accomplish tasks that otherwise would be impossible. It can include wheel chairs, hearing aids, colored keyboards, brail computers and communication devices. There are countless devices that can assist a student that otherwise would not be able to function. Assistive technology breaks down the barrier between the special education world and the general education world. It can allow students to function normally in a general education classroom. (website) There are several types of assistive technology. Some technology such as hearing aids are used for low incident special needs such as deafness. However, there are devices used for more profound special needs students. For example, a touch screen computer can be used for a student that cannot speak. This computer can relay the student’s thoughts and feelings. Other devices such as wheel chairs can make sure a student is properly supported and protected throughout their day. Many severe special needs students do not have their regular mobility. Wheelchairs provide that mobility that otherwise they would not have. Moderate disabilities require certain assistive technology in the classroom. First of all a moderate disability as stated from the levels of disability is “When a child has a relatively stable non-correctable condition that is neither progressive nor degenerative. A child can perform basic life management functions appropriate for age and development (feeding, dressing, toileting) with some assistance. This child may require moderate home modifications, corrective surgery, and/or one or more weekly medical appointments. Also this child may require some assistance with transportation and communication functions" (http://www.dfps.state.tx.us/adoption_and_foster_care/about_our_children/disability_levels.asp). These children are in need of some sort of assistive technology. This technology can go from being simple to a little more high tech. Some students who have moderate disabilities may need someone to transfer their notes from paper to computer. This software can be purchased and used to transcribe written words into spoken words. Children with mild to moderate disabilities also have trouble in language arts classes. These children can simply use a computer or word processor to put their ideas on paper. This eliminates the hardships of paper pencil. With the use of computers in their writing they are able to edit and clearly read what they have written. If this same student were to write on paper, they may not be able to clearly see what they have written, due to sloppy penmanship. Depending on the specific situation, different techniques can be used, but they are either based on software assistance or hardware assistance. These students need this technology to aid in their education, without it they may not progress the way they currently do. Technology has helped children advance and move forward in the classroom. Technology has made the children with special needs feel included in the classroom and be included in the classroom. As technology advances and improves, the ability of children with special needs will also advance and improve. Resources Education, Dept of. (n.d.). //Technologies impact on learning // . Retrieved from [] Unknown,. (1998, December). //Evaluation the use of technology // <span style="background-color: #f5d9b7; font-family: Arial,Helvetica,sans-serif; font-size: 80%;">. Retrieved from <span style="background-color: #f5d9b7; font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">[] [] <span style="background-color: #f5d9b7; font-family: Arial,Helvetica,sans-serif; font-size: 80%;"> From: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;"> <span style="background-color: #f5d9b7; font-family: Arial,Helvetica,sans-serif; font-size: 80%;"> ERIC EC Digest #529 Author: Michael M. Behrmann 1995

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[] (Celeste Bartlett)