More handpicked essays just for you.
Assistive technology in education paper
Assistive technology in education paper
Assistive technology in education paper
Don’t take our word for it - see why 10 million students trust us with their essay needs.
1.Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom. Assistive technology is used to improve functional capabilities for an individual. With that being said there is a wide range of different technologies that could be used to assist an individual. Examples of AT found on (Page 1: Assistive Technology Devices) consist of brail books, book scanners, magnifiers, grabbers, pencil grips, and highlighters. It is obvious that the range of devices vary in helping a variety of disabilities. 2. Explain two reasons why it is necessary to consider AT for students with disabilities. According to The Iris Center (Page 2: Assistive Technology Devices) assistive …show more content…
Why is it important to consider both AT devices and services? As stated on The Iris Center’s website (Page 3: Assistive Technology Services) is very important to always consider both devices and services when considering the usage of assistive technology. The devices are important to benefit the individual and overcome challenges and barriers the disability might provide. Whereas, the services assist the individual in the selection, purchase, or usage of AT. Services also coordinate training and assistance for the individual/student, family, teachers, and others that are involved and impacted by the device. 4. Describe three responsibilities of the Implementation …show more content…
6. Imagine you are a seventh-grade general education language arts teacher and a student in your class has an upcoming IEP meeting. What types of information should you gather ahead of time to contribute to the discussion of the student’s AT needs? Name at least four. Stated on (Page 6: Evaluation and Decision Making) the different types of information that should be gathered ahead of time to contribute to the discussion of the student’s AT needs to provide evaluation data. Data can consist of test scores, worksheets, or different assignments that would be able represent the needs for AT. You should also gather can contact information for family members of the individual if the family is not present. Present at the IEP meeting should be any trainings you have on assistive technology. You might want to bring with you different types of technology that you use in your classroom to demonstrate you have the knowledge about the device. Finally you should bring your copy of the individuals IEP to have present at the IEP
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.
That is, the IEP must document the student’s historical accomplishments and how their disability impacts their progress of the general curriculum. There should be annual goals, both academic and functional, that focus on what the student can reasonably accomplish. There should also be benchmarks that measure progress and communication processes that inform parents and other parties of the student’s progress. The IEP must identify which special education services will be used, such as supplementary aids and communication devices. The IEP must estimate how much of every school day will be spent separate from nondisabled
“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,
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
Ms. Hines was determined to overcome her issues and attain it a great school year. She set all her lesson plans to her students with disability. She made sure her class activities would be easy for her students with disability, but also entertaining for her other students. Ms. Hines also paired her students together during her class activities. She figured out that making her class activities in
First explain the differences between low incidence disabilities (LID) and High Incidence Disabilities (HID). Then 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!
Werts, M. G. (2002). Knowing what to expect Introducing pre-service teachers to IEP meetings. Teacher Education and Special Education, 25(4), 413-418.
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
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
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.
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
... 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.