Title Portfolio Activity One: Assistive Technologies Assistive Technology or “AT” is a term used in this context to describe an item or technique used to make the navigation of a home, school or play environment more accessible for a child with special needs (Lowenthal & Egan, 2003). This paper is written to explore some of the assistive technology (AT) options available to serve two children with special needs in separate circumstances. Low, mid and high tech options will be addressed with regards to the specific needs and intentions of the parents and teachers in each child’s life. Attached is a table offering options for assistive technology in the classroom to support the educational goals of each child.The first case study addressed in this paper is Savannah, a three-year old student who is wheelchair bound. She has a seizure disorder and has been diagnosed with spastic cerebral palsy. She has limited vision but seems to be able to recognize items presented to her such as shapes and colors. Savannah participates in “social” language. She loves music and cause/effect activities. She knows all of her colors and shapes, is able to recite the alphabet by rote. In written word, Savannah recognizes both her name and those of her classmates. Savannah’s parents have expressed a desire to have her placed in a more restrictive classroom, and her teacher is interested in working more to support Savannah in the areas of writing and organizational skills. Some assistive technology suggestions for use in supporting Savannah are discussed below. Because Savannah’s teacher is working on encouraging Savannah in the area of writing, assistive technology options to support this area of development will be discussed herein. A low-tech ... ... middle of paper ... ... References Assistive technology overview. (2010, February 26). Retrieved from http://www.nectac.org/topics/atech/overview.asp. Fridge phonics – Fridge DJ set. (2011). Retrieved from http://www.leapfrog.com/school/prod_pages/Fridge_Phonics.html. Lerner, J W., Lowenthal, B, & Egan, R W. (2003). Preschool children with special needs (2nd ed.). Boston, MA: Allyn and Bacon Publishing. Talking shape recognition busy box. (2011). Retrieved from http://enablingdevices.com/catalog/assistive_technology_devices_used_in_education/special-communicators-accessories/talking-shape-recognition-busy-box. Time tracker. Retrieved from http://enablingdevices.com/catalog/autism_products/schedulers/time-tracker. Tots n tech. (2011). Retrieved from http://tnt.asu.edu/. Vibe writer. (2011). Retrieved from http://enablingdevices.com/catalog/useful-devices/special-devices/vibe-writer
With over 25 years in the field of special education Dr. Friedlander brings a unique perspective to the field of assistive technology. Through the lens of a Licensed and Certified School Psychologist, Dr. Friedlander has worked with many children who present with learning differences who have benefited from the use of assistive technology. Dr. Friedlander is presently an Associate Professor of Education at the College of St. Elizabeth where he teaches graduate level courses in assistive technology and coordinates the Graduate Programs in Special Education. Dr. Friedlander has authored numerous books, videos and informational material pertaining to the use of assistive technology in the classroom. Dr. Friedlander is a frequent presenter at state and national conferences on the topic of assistive technology and eLearning.
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
Wilcox, J., (1999) Assistive technology and early childhood education. Journal of Special Education Technology, 28(3), 63-78
Assistive technology is technology, which is used by an individual that has a disability to allow the individual to perform roles that may otherwise be difficult or impossible to complete. Children with Autism Spectrum Disorder learn differently than other children, often have struggle with spoken and written language expression. Assistive technologies are devices which help children with autism completes everyday tasks they struggle with. Many devices, any touch screens, like an IPad or IPhone in the use of certain applications can be used. Applications such as a touch to speak or feelings applications to help express what they have trouble communicating. The practice of combining new technology and devices will support, improve, and help a child with autism’s learning process. The use of different communication technologies provides learning materials and ideas, assist and communication in the classroom. Communication technology can be utilized effectively in teaching students with autism in an early childhood setting.
Riviere, A. Assistive Technology: Meeting the Needs of Adults with Learning Disabilities. Washington, DC: NALLD, 1996. (ED 401 686)
There are many “tools” that could be considered for a student who has trouble listening and understanding instructions. Sometimes, just an adjustment of where the child sits fixes the problem or eliminates the barrier. Other times, assistive technology is needed. Today, the options for assistive technology are endless. In Samanthas case there were many options of assistive technology I could provide her with to help her be successful in the classroom.
10)”The Child with Special Needs"by Stanley I. Greenspan and Serena Wieder. Massachusetts: Perseus Books, 1998.
...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
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.
Sexton, D., Snyder, P., Sharpton, W.R., & Stricklin, S. (1993). Infants and toddlers with special needs and their families. Childhood Education, 278-286. Annual Theme Issue.
... 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
Ysseldyke, J. and Algozzine, B. Special Education: A Practical Approach for Teachers. 3rd.ed. Boston: Houghton Mifflin Co., 1995.
Harchik, Alan. “Including Children with Special Needs in Regular Classrooms: Pros and Cons” News for Parents. 2005. May Institute. 18 Mar 2011.
Robin Roberts, a parent of a multi-sensory disabled student from Moore, SC states “Early intervention is key to parents who have children with special needs. From the moment you bring them home, all it takes is a phone call. The first phone call I made was to SCSDB.”
Someone working with special needs children should be aware of the many factors that contribute to a child’s improvement. Although there are many factors, some of the main ones include the child’s social interaction, environment, and also overall health.