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Words for assistive technology
Words for assistive technology
Words for assistive technology
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NS149 Assignment 1: Caitriona Walsh (13416572) According to Cook and Hussey (2002, p.5) Assistive Technology refers to “a broad range of devices, services, strategies and practices that are conceived and applied to ameliorate the problems faced by individuals who have disabilities”. The main focus of Assistive Technology is to enable people with disabilities and illnesses to carry out everyday activities that, without this technology they would be unable to do. It involves carefully choosing an appropriate device that can be tailored to meet the needs of an individual. Training and education regarding the technology is essential in order to improve the person’s quality of life. Assistive Technology can open up a realm of possibilities and opportunities to someone who suffers with both physical and mental disabilities. Assistive Technology devices on the other hand can be defined as: Any item, piece of equipment or product system whether acquired commercially off the shelf, modified, or customised that is used to increase, maintain or improve functional capabilities of individuals with disabilities (Cook and Hussey 2002,p.5) It is of utmost importance that these devices involve little or no disturbance to its user’s ordinary life and subsequently has many positive effects on their daily activities. Although as a nation we have a preconceived idea that Assistive Technology is complex, highly expensive products, this is not always the case. Assistive Technology devices can be characterised into low and high technology. According to Wendt, Quist and Lloyd (2011) low technology involves technological devices that are simple to make, are readily available and inexpensive. On the other hand high technology devices are often complicated,... ... middle of paper ... ...alert and tracking system for blind man. International Conference of Advance Research and Innovation [online]. Available from: www.ijari.org/CurrentIssue/ICARI2014/ICARI-cs-14-02-116.pdf. [Accessed 5 April 2014] Phillips,B. and Zhao,H.1993.Predictors of Assistive Technology abandonment. PUBMED [online]. [Accessed 27 April 2014] Presley, I. and D’Andrea, F.M.2008.Assistive Technology for students who are blind or visually impaired: a guide to assessment .New York: American Foundation for the Blind . Villanueva,J and Farcy,R.2012. Optical device indicating a safe free path to blind people. Instrumentation and measurement, IEEE [online].pp.170-177. Available from IEEE Xplore digital library. [Accessed 5 April 2014] Wendt,O.,Quist,R.W. and Lloyd,L.2011. Assistive Technology: principles and applications for Communication Disorders and Special Education. Boston: Brill.
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.
“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,
Braille Institute: Empowering visually impaired people to live fulfilling lives. Braille Institute. 2010. Web. 22 Nov. 2010
The purpose of this research paper is to examine how assistive technology can be fully utilized to enhance the learning experiences of the educational environment for children who are deaf or hard-of-hearing. Presently, there are major issues within our educational system when it comes to finding ways to produce, fund, and implement assistive educational technologies that will “level the playing field” for deaf and hard-of-hearing students and provide them with equal access to a reasonable education.
A motion detector is often integrated as a component of a system that automatically performs a task or alerts a user of motion in an area. An electronic motion detector in the wheelchair contains an optical or acoustic sensor, changes in which are interpreted by electronics based on one of the technologies listed below:
During my first Level II fieldwork experience, I had the pleasure of running an LSVT Big program with my FWE for individuals living with Parkinson’s Disease. The LSVT Big program aimed to improve the patient’s motor functioning and although over time the exercise program seemed to increase their functional mobility, I believe that many of the patient’s would have benefited from the use of assistive technology to help them perform their activities of daily living. Based on the readings, the model that I believe would have worked best with this population is the Human Activity Assistive Technology (HAAT) model. The HAAT model has three components: human (person), activity (occupation), and assistive technology. These three components occur
Several assistive listening devices can improve the communication ability of deaf children. According to IDEA, every child with a disability is entitled to have access to assistive technology (California Department of Education, 2004). The California Department of Education (2004) outlines IDEA’s definition of an assistive technology device. It explains that this device consists of “any item, piece of equipment or product system…that is used to increase, maintain, or improve functional capabilities of a child with a disability” (California Department of Education, 2004, p. 1).
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.
Care takers and individuals with low vision will possible need to learn how to work low vision devices, which may requires and investment of additional time and money. According to Bambara (2009), “In addition, families may face economic stress due to the costs associated with purchasing low vision devices that are not covered by insurance companies, rehabilitation services (such as transportation to low vision rehabilitation appointments), and the loss of wages that can result when a family member takes time off work to provide assistance.” (p. 2) Caring for an individual with low vision can add unparalleled stress but the stressful changes can be managed with communication and collaboration. Low vision rehabilitation specialist and organizations can provide resources and outlets for the entire
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
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.
The student should be provided a friendly, detailed explanation on how to properly use the assistive tools. Additionally, the safety of the students should be priority. One way to ensure safety and ethical use is through observations. The student should be observed when using the assistive technology. The technology should be used and taught in an ethical manner, in order to keep the tools valid, appropriate and
The University of Washington has a team of engineers researching and implicating ways to create their Makerspace to be accessible to students with disabilities. In the article “How Makerspaces can be Accessible to People with Disabilities” by Jennifer Langston, published in 2015 discusses some of the examples of ways they are applying to make this area accessible to individuals in wheelchairs. A couple examples include adding wheels to tables where they can be moved around, having adjustable heights for tables that can be accessed with buttons, positioning tools or shelves at a reasonable height. Some of these implications have already benefitted people in these areas, including an individual named Kayla Wheeler, who was born with no legs and one arm
Dennis Hong came up with this idea, not only to help the blind in becoming one with everything, and every other human being in the world. The Dr. came up with this idea so it could help, but also push for technology to help on other things. For instance the Airpix would have to be just used for driving. You could probably actually take an art class, and feel what that image is. The gloves with the vibrating elements, could take on another idea of helping the blind walk a little more efficiently. Without having to bump into everything with a stick. Which can sometimes be very dangerous, depending on where you could be walking to. All this technology like Dr. Dennis Hong had said can even be put into making cars a safer and better vehicle to travel in. Just think if every car had a vibrating mechanism telling you, when you are about to hit something. Are say for instance you wanna set the car in cruise control, instead of it halfway being in cruise control, because it is just monitoring the speed. It would actually steer the car for you going down the highway. Now that is what i like to call a true virgin of cruise control. Even if this idea does not go into place in the real world, it will still help spread the ideals of newer, safer technology out there. This research has really opened my eyes to how big an imagination can spread, and open doors to bigger and brighter ideas. This idea is still being brought into existence, but like Dr. Dennis Hong said all you need is