Casey Hampton Assistive Technology Presentation

Casey Hampton Assistive Technology Presentation

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  WHAT IS ASSISTIVETECHNOLOGY? • According to Wikipedia, Assistive Technology (AT) is a term used and coined by the Assistive Technology Act of 1998. The act refers to, “any item, piece of equipment, or product system, whether acquired commercially, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” (Wikipedia, 2016) • According to Reading Rockets, “Assistive technology can increase a child's self-reliance and sense of independence. Kids who struggle in school are often overly dependent on parents, siblings, friends and teachers for help with assignments. By using AT, kids can experience success with working independently.” (Reading Rockets, 2016)
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  WHY IS ASSISTIVETECHNOLOGY (AT) IMPORTANT? • The process allows students of all intellectual, physical, and educational abilities to achieve the goal of learning in the classroom through a variety of means, devices, and technological advances. • Makes learning not as cumbersome and is more adaptable for students who encounter roadblocks beyond the standard level of trouble in comprehension. • Helps parents and teachers tailor lessons to fit an individual student’s needs, rather than just solely a one size fits all approach with an Individual Education Plan (IEP). • According to Reading Rockets, a project of WETA in Boston, Massachusetts: “Over the past decade, a number of studies have demonstrated the efficacy of AT for individuals with LD. 1 AT doesn't cure or eliminate learning difficulties, but it can help your child reach her potential because it allows her to capitalize on her strengths and bypass areas of difficulty. For example, a student who struggles with reading but who has good listening skills might benefit from listening to audio books.” (Reading Rockets, 2015)
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  WHAT GOES INTOMAKING ASSISTIVE TECHNOLOGY (AT) POSSIBLE? • The Individuals with Disabilities Education Act (IDEA) was passed in 1975 by Congress that required schools to serve the needs of students who have disabilities • This includes evaluations of students who are suspected of having a disability, with referrals can come from parents, teachers, or administrators. • According to Lee, The IDEA Act was, “…designed to protect the rights of children with disabilities. IDEA ensures students with disabilities have access to a free and appropriate public education (FAPE), just like all other children. Schools are required to provide special education in the least restrictive environment.” (Lee, 2014) • This includes mainstreaming disabled students when possible • Parents are able to work directly with teachers to design an Individual Education Plan (IEP) learning plan for their child that suits their needs, as well as the educational lesson plan of the teacher
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  WHO AND WHATDOES AN IEP COVER? An IEP covers students who have been evaluated to have one or more of the following: • Autism • Deaf-blindness • Deafness • Emotional disturbance • Hearing impairment • Intellectual disability • Orthopedic impairment • Other health impairment (including ADHD) • Specific learning disability (including dyslexia, dyscalculia and dysgraphia, among others) • Speech or language impairment • Traumatic brain injury • Visual impairment, including blindness Information derived from Lee, 2014 (https://www.understood.org/en/school-learning/your-childs- rights/basics-about-childs-rights/how-idea-protects-you-and- your-child)
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  HOW DOES ANIEP COME TOGETHER? 1. After struggling in the classroom, the school conducts an evaluation to see if the student indeed does have a disability 2. After that, if the evaluation demonstrates the student does have a disability, an IEP is developed with parents and teachers and school disability resource teams. The IEP will put in writing the goals of the student, the disability the student has, and how the school will provide services and support to the student. 3. The IEP is reviewed annually to make improvements, updates, or address any concerns from the student, the parent, or teacher in attaining goals and ensuring that progress is made. 4. IEP’s are free of charge, are legally binding, and are used in collaboration with assistive technology either in a standard classroom or a special classroom, depending on the needs of the student. Information derived from Lee, 2014 (https://www.understood.org/en/school-learning/your-childs- rights/basics-about-childs-rights/how-idea-protects-you-and- your-child)
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  HOW TO SELECTA QUALITY ASSISTIVE TECHNOLOGY (AT) TOOL TechPotential mentions the five phases of conducting a quality assistive technology assessment 1. Defining the problem and consider assistive technology 1. What is it the student needs to do but can’t accomplish? Could AT tools help? 2. Gather relevant data 1. Define what the student needs are. Look for strengths, weaknesses, educational objectives in the lesson plans, and barriers to student achievement. Work with the student directly, parents, as well as classroom observations to see what works and what doesn’t 3. Generate potential solutions 1. Based on the data findings, identify support services, tools, and technologies that could accomplish goals like classroom participation, or help disabled students achieve success 4. Conduct trials 1. Develop and implement trails of AT technologies and strategies in the classroom in collaboration with school district staff, other teachers, and administrators. This process validates the true impact on student performance with measurable data and experiences to draw from. Pick the feature, not the product. 5. Integrate effective AT tools and strategies in the classroom 1.Analyze the results and put into practice what was proven to be successful in the trials. Develop a plan to ensure success for students with learning disabilities with the AT aids. Information gathered from http://www.techpotential.net/assessment
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  EXAMPLES OF ATTOOLS FOR ADHD STUDENTS According to Lisa Nielsen, here are some tools that could work for students who suffer from Attention Deficit Hyperactivity Disorder (ADHS) • Talking Calculators • Hand-held planners with touch screen technology • Kidspiration software to help with thought- bubble organizations and outlines • Invisible Clock to send vibrations at various intervals to keep ADHD students focused and on-task • Videotaped social skills to aid in appropriate social engagement and development Information gathered from http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive- technologies.html
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  EXAMPLES OF ATTOOLS FOR STUDENTS WITH AUDITORY DISABILITIES • Personal FM system to transmit from instructor’s microphone to the students ear • Communication Access Real-time Translation (CART) allows instructor to type what is being said into a screen on student’s laptop, computer or tablet practically allowing real-time subtitling for audio impaired students • Personal amplifiers and hearing aids • PowerPoint presentations Information gathered from http://theinnovativeeducator.blogspot.com/2011/09/25- incredible-assistive-technologies.html
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  EXAMPLES OF READINGAND WRITING AT TOOLS FOR STUDENTS • Phonetic spelling software- Helps sound out and actually break down words into syllables for students with learning disabilities such as dyslexia • Word prediction software- Can help a student with the use of an iPhone, iPad, or laptop learn how to spell the word with the aid of predicting how a word is supposed to be spelled versus how the student thinks it is spelled • Contrast Aids- Using a variety of colors, highlighters, and backgrounds and texts to aid in retention and comprehension for the student
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  LOW-TECH AT EXAMPLES TheLearning Disabilities Association of America suggests some low-tech options could work as assistive technologies, since technology may be frustrating to some students---especially if they don’t understand how to use it • Direct Instruction • Breaking learning into smaller steps • Using diagrams and pictures to visually show what is trying to be taught • Focus on individualized achievement with progress encouragement • Provide prompts to students of strategies to employ and use • Employing a sequential step-by-step approach to students mastering a subject or content area
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  CONCLUSION • The Stateof Georgia sponsors assistive technology projects through the Georgia Project for Assistive Technology (GPAT), which provides support to schools across the state in an effort to provide assistive technology in accordance with the IDEA act. • Teachers use this resource to provide quality support, assistance, and outreach to students who exhibit learning disabilities • According to their website, “The mission of GPAT is to improve student achievement, productivity, independence and inclusion by enhancing educator knowledge of assistive technology and increasing student access to appropriate assistive technology devices and services. • www.gpat.org
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  REFERENCES Assistive technology -Wikipedia, the free encyclopedia. (2016). Retrieved June 10, 2016, from https://en.wikipedia.org/wiki/Assistive_technology#Assistive_technology_in_education Assistive Technology Acts - Wikipedia, the free encyclopedia. (2016). Retrieved June 10, 2016, from https://en.wikipedia.org/wiki/Assistive_Technology_Acts Haven, S. (2016). Assistive Technology Assessment - Finding the Right Tools |. Retrieved from http://www.techpotential.net/assessment Learning Disabilities of America. (2015). Successful Low-Tech Strategies for Teaching Students with Learning Disabilities. Retrieved from http://ldaamerica.org/successful- strategies-for-teaching-students-with-learning-disabilities/ Lee, A. M. (2014, April 11). What Is the Individuals With Disabilities Education Act (IDEA)? - Understood. Retrieved from https://www.understood.org/en/school-learning/your-childs- rights/basics-about-childs-rights/how-idea-protects-you-and-your-child Nielsen, L. (2011, September 5). The Innovative Educator: 25 Incredible Assistive Technologies. Retrieved from http://theinnovativeeducator.blogspot.com/2011/09/25- incredible-assistive-technologies.html Stanberry, K., & Raskind, M. (2009). Assistive Technology for Kids with Learning Disabilities: An Overview | Reading Rockets. Retrieved from http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities- overview