The End Of My Journey Concerning Assistive Technology

My journey of assistive technology has been extensive and informative.  I have learned so much about proper planning and implementation of assistive technology and the many benefits it has for everyone.  People young and old, benefit from using assistive technology everyday and it makes their lives easier, but most importantly; it gives them a sense of independence.

I have learned about various pieces of equipment that I never knew existed, as well as, so many websites and resources that are available to educators and students.  I really enjoyed the video that discussed all of the applications for the iPad.  I am very interested in incorporating technology into the classroom because I find it to be a more engaging way to teach students at various grades.  I also, liked the post concerning the different pieces of equipment and the students that this equipment could help.  It was so wonderful to learn how students can take an active part in their learning just like their peers.

I feel that as a special education teacher, I am more knowledgeable and better informed of how to acquire and to use assistive technology in my classroom.  I now know the proper procedure to have assistive technology in place for one of my students who may be struggling, and I am also aware of the many free resources that are available.  Like the title of my blog, “Knowledge is Power Concerning Special Education,” I know have the knowledge that I need, to better educate all of my students, and to meet their individual needs.

 

Apps That Provide Visual Supports for Students with Severe Disabilities

This post addresses visual supports for students with severe disabilities with the use of handheld devices.

Visual supports are increasingly being provided by handheld devices such as smart phones, iPod Touch, and the iPad which use touchscreen technology.  Three examples are:

iPrompts -which runs on Apple's iPhone, iPod Touch, and iPad devices.  It presents picture-based prompts that have been configured by teachers and parents to help students stay on task and transition between activities.  The app provides hundreds of stock photos and allows users to add digital pictures from their iPhone's built-in camera.

iCommunicate and First-Then- use digital photos to create picture schedules and provide the option to record messages linked to each picture.  The messages can be an audio version of the visual prompt or it can provide audio reinforcement. 

Picture Planner- is designed so that students with cognitive disabilities can construct personalized picture schedules for themselves on a computer and then use the schedules either in a printed version or on mobile devices.  The program provides line drawing symbols and text-to-speech feedback.

Resource:
Dell, A., Newton, D., & Petroff, J. (2012). Computersand Internet to Teach Math. Assistive Technology in the Classroom (). Upper Saddle River: Pearson Education, Inc.. (Original work published 2008

Assistive Technology as Reasonable Accomodations for College Students

This post will focus on college students and their needs for assistive technology. 

Under the Section 504 and the ADA, colleges MUST provide, at no cost to the student, reasonable accomodations to make their programs accessible to students with disabilities.  For example:  scheduling a class in a first-floor classroom to accomodate a student who uses a wheelchair
 providing sign language interpreters for a student who is deaf, and arranging for extended time on tests for a student who has learning disabilities. 

The term "reasonable" in the phrase "reasonable accomodations" is not defined in the law and is still being debated in the courts.  It is generally understood to mean that providing the accomodation will not cause "undue burden" to the institution.  However, under Section 504 and the ADA, many college students with disabilities are finding access to assistive technology tools to be important accomodations.

Resource:
Dell, A., Newton, D., & Petroff, J. (2012). Computersand Internet to Teach Math. Assistive Technology in the Classroom (). Upper Saddle River: Pearson Education, Inc.. (Original work published 2008

Assistive Technology Resource 2

This post introduces another assistive technology resource that offers modules concerning different areas of implementing AT.   It is loaded with information and it is worth the visit.

Assistive Technology in Texas Schools Series

Each module in the Assistive Technology in Texas Schools Series was designed for use by regional education service centers and district staff responsible for assistive technology (AT) capacity-building in the state of Texas. The modules can be used to build knowledge and skills in AT service delivery at various levels throughout the state education system. The content of each module directly supports the legal mandate of IDEA 2004 that requires that AT devices and services be provided to a student with disabilities if required as a part of the student’s Free Appropriate Public Education (FAPE). These modules can also be used as a self-study tool for those wishing to gain more knowledge of assistive technology in the various areas such as: reading, writing, legal, implementation, evaluation, administration, and consideration modules.    This website is a great resource that offers a wealth of information that is easy to understand and can be easily accessed.  I recommend that you take the time to visit this site if you have questions concerning AT implementation.

Resource:  http://www.texasat.net/default.aspx?name=trainmod.implem

Assistive Technology Resource 1

This post introduces assistive technology implementation resources.  Implementation planning is vital to successful use of assistive technology. 

OREGON TECHNOLOGY ACCESS PROGRAM

The Oregon Technology Access Program (OTAP) provides training, information, technical assistance and resources regarding the uses of technology for children with disabilities. OTAP services are available to anyone concerned with the needs of Oregon's children with disabilities from birth to age twenty-one. The program is sponsored by the Oregon Department of Education (ODE).

This website offers useful information concerning the proper implementation of assistive technology.  OTAP offers training sessions, AT links, AT documents, web classes, information concerning the annual AT conference, and publications.  I recommend you to take the time to look at the site and see what it has to offer.

Resource:  http://www.otap-oregon.org/Pages/Default.aspx

Dell, A., Newton, D., & Petroff, J. (2012). Computersand Internet to Teach Math. Assistive Technology in the Classroom (). Upper Saddle River: Pearson Education, Inc.. (Original work published 2008
 

Designing an Augmentive Communication System to Meet the Demands of Home and Community

This post describes how to design an augmentive communication system to enhance a students communication skills.

Providing new opportunities for communication for students who use low-tech communication devices does not need to entail time-consuming construction of communication boards.  A wealth of resources have been developed to infuse the practice of augmentive communication within activities for school, home, and the community.  Teachers can use Boardmaker, copy the boards, laminate them, and use them during the context of activities so the students can practice their communication skills.

Resource:
Dell, A., Newton, D., & Petroff, J. (2012). Computersand Internet to Teach Math. Assistive Technology in the Classroom (). Upper Saddle River: Pearson Education, Inc.. (Original work published 2008

The Importance of Using Augmentive Communication Systems at Home and in the Community

Although students receive direct instruction and guidance in developing augmentive communication skills in school, they must practice and use their systems at home and within their communities.  Using their systems in these other places reinforces the communication skills learned in school.  Teachers must be actively involved in ensuring that there is appropriate carryover and use within the home, among the family members, and across community sites. 

The development of a working relationship between school and home is critical to the success of augmentive communication.  Training in the use of augmentive communication systems should be provided to families.  This may include strategies for expanded use of the system providing new vocabulary for the unique communication demands of home and community. 

It is important for the family to feel comfortable with the system and to understand the impact that communication practice will have on future success.

Resource:
Dell, A., Newton, D., & Petroff, J. (2012). Computersand Internet to Teach Math. Assistive Technology in the Classroom (). Upper Saddle River: Pearson Education, Inc.. (Original work published 2008

Video of Student using Augmentive Communication Device
https://www.youtube.com/watch?v=nuxlfHyWe9I