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Positive outcomes in special education inclusion
Special education inclusion
The inclusion of children with special needs
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Recommended: Positive outcomes in special education inclusion
How Can Assistive Technology Benefit Preschool Special Education Students?
The inclusion of special needs children with typically developing peers has become a key service option in preschool special education classrooms (Odom, 2000). Benefits abound, yet inclusion does not present without challenges. Young children with disabilities find it complicated to interact with objects and peers due to obstacles that their disabilities present. A child unable to speak too often goes unheard. Students with limited movement are frequently unable to participate in activities with peers. How can young children with disabilities achieve some degree of independence so that they may interact in their environments without reliance on others?
Assistive technology (AT) can help young children with disabilities fully participate in natural, inclusive learning environments (Sadao & Robinson, 2010). Through the use of AT devices, even the youngest of children are provided opportunities for developmentally appropriate play, movement and communication. In this paper, I will talk about the use of assistive technology to promote young children's participation in preschool learning opportunities. Furthermore, I will discuss a few of the many potential benefits of AT when used within the preschool special education classroom, including: opportunities for play, movement, and communication.
IDEA defines assistive technology as "any item, piece of equipment, or product system whether acquired commercially of the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." (Individuals with Disabilities Education ACT (IDEA) 20, USC, Chapter 33, Section 1401 (25) US). According ...
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...stive technology and how is it used in schools? Retrieved March 25, 2012, from www.sc.edu/scatp/cdrom/atused.html
Technical Assistance ALLIANCE for Parent Centers. (2006). Assistive technology for infants, toddlers, and young children with disabilities. Minneapolis, MN: PACER Center
University at Buffalo Center for Assistive Technology. (2000). Playing with switches: Birth through two. Retrieved March 23, 2012 from http://letsplay.buffalo.edu/toys/playing-with-switches/playing-with-switches.htmf
Wilcox, J., (1999) Assistive technology and early childhood education. Journal of Special Education Technology, 28(3), 63-78
Wilds, M. L. (1989). Effective use of technology with young children. NICHCY News Digest, 13,6-7.
Willis, C. (2009). Creating inclusive learning environments for young children: what to do on Monday morning. Thousand Oaks, Calif.: Corwin Press.
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.
Wendy Keay-Bright and Imogen Howarth From the issue entitled "Special Issue on Autism and Technology" Personal and Ubiquitous Computing Volume 16, Number 2 (2012), 129-141, DOI: 10.1007/s00779-011-0381-5
Edyburn, D. L. (2009). RTI and UDL interventions. The Journal of Special Education Technology, 24(2), 46–47.
“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,
In order to achieve this feat, Lekotek, a physical and cognitive therapy center for children with special needs, seeks to quantify the level of social interaction of each child with disabilities at the start and at the end of their individualized playtime with SIT toys. In order to quantify this an evaluation of each kid’s openness and extroverted behaviors that they showcase will be graded on a scale from one to five and then given again at the end of the hour-long play session. Openness and extroverted behavior can be identified through the child doing simple tasks such as making eye contact, saying hello or goodbye, acknowledging the concept of sharing, and also listening. Of course, each child will have a different disability and limitations hindering them, so even if they aren’t physically able to do one of these actions, they will still be able to convey the behavior in their own unique way that can still be evaluated and quantified. This data will help further the research that supports sensory integration
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).
Abstract: Assistive technology is one way that individuals with learning disabilities have been able to overcome the difficulties with comprehension that they possess. This form of technology comes in many forms, ranging from low to high technology devices.
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 ...
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
...ttention and focus to reduce the negative impacts on development of children. Research suggests that technology use and especially computers enhances development of children when properly used. On the other hand, the uncontrolled use of technology in childhood education may produce negative effects and impair development in children. Uses of technology in childhood education range from enhancing social interactions, language development to initial computer use skills. It is important to note that, technology use in children education is a matter of how it can be harnessed for the purposes of learning in children. Research by health professionals argues that technology use in children education can produce detrimental health effects especially obesity. Thus, children exposure to technological gadgets like computers and tablets among others should be greatly checked.
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
... 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
Negative Effects of Technology on Children? Personal. Psu. 21 March 2010. Web.
Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but is relevant to all children with SEN as they progress and the Education System places additional burdens upon them. For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can
Cleaver, S. (2011, November 11). Technology in the Classroom: Helpful or Harmful? Retrieved November 2, 2013, from Education.com: http://www.education.com/magazine/article/effective-technology-teaching-child/