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Assistive Technology |
Importance of assistive technology
Assistive technology makes it possible for individuals with disabilities or cognitive impairments to redefine their lives and work towards an independent lifestyle. Assistive technology is also vital for encouraging learning and achievement in the classroom. On August 16, 2006, the federal government approved PL 100-407, otherwise known as the Technology-Related Assistance for Individuals with Disabilities Act. The definition included in that regulation was slightly modified to be included in the Individuals with Disabilities Education Act (1992), which states that assistive technology is "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities."
Different conditions and capabilities require, of course, various methods of facilitation. It is important to remember that assistive technology is not limited to computer software, which would be classified as "high technology." The spectrum of impairments is wide, and one of must consider the focus of the technology as well as the specific ailments present in the condition which is to be aided. One issue of interest is the use of assistive technology in individuals with spina bifida. "Spina bifida and anencephaly are two of the most common neural tube defects. Spina bifida and anencephaly are the most commonly occurring neural tube defects and...
As children with spina bifida age, they tend to lose mobility; therefore, the transition to wheelchair limits their upper-body movement, and motor skills are affected. Limitations in hand functioning affect both the individual's independence and fine motor skills needed for handwriting. Because individuals need to assess and adapt in order to function within the community, individuals also to be considered within the context of impaired cognitive functioning. Cognitive defects present in spina bifida are characterized by: short attention span, learning disability, intellectual delay, distractibility, and overall delay of adaptive skill development. "Recent studies have confirmed a 50% prevalence rate of specific or general cognitive deficits among individuals with spina bifida and hydrocephalus, and associated enrollment in special education" (Johnson et al., 2007). As a result, assistive technology for individuals with cognitive defects associated with spina bifida should focus on "word prediction software to improve the rate and accuracy of text entry on computers, and hand-held electronic predictive spelling aids," among other technologies (Johnson et al., 2007). Dysgraphia, a childhood writing disorder, is usually described in conjunction with dyslexia, motor clumsiness, or spatial difficulty (Deuel, 1994). "Students with dysgraphia write slowly, they form letters incorrectly, and their…
REFERENCES
NASET (n.d.) Assistive Technology. National Association of Special Education Teachers. Retrieved from: http://www.naset.org/assittech2.0.html on June 16, 2011
Blackhurst, A.E. (2006) What is Assistive Technology? National Assistive Technology Institute. Retrieved from: http://natri.uky.edu/resources/fundamentals/defined.html on June 16, 2011
Kelker, K.A., Holt, R., & Moses, K. (1997) Family Guide to Assistive Technology. Retrieved from: http://www.pluk.org/AT1.html on June 16, 2011
Hetzroni, O.E., Schrieber, B. (2004) Word Processing as an Assistive Technology Tool for Enhancing Academic Outcomes of Students with Writing Disabilities in the Classroom. Journal of Learning Disabilities, 37 (2), 143-154
MacArthur, C.A. (1998) From Illegible to Understandable: How Word Prediction and Speech Synthesis Can Help. Retrieved from: http://www.ldonline.org/article/6397 / on June 16, 2011
Assistive Technology The "least restrictive environment" clause of the IDEA requires the student be placed in a standard learning environment whenever it is practical (Beard, Carpenter, & Johnston, 2011). Technology allows students who have visual impairments to be able to admission to the general curriculum, to increase their options towards literacy, and to improve communication. There are a variety of assistive technology tools that are designed for students with visual impairments, but
(Brodwin; Cardoso; Star, 2004) Since it is a fact that those people with special needs do face many more challenges in their lives than other people, the possibility of technological assistance for them must be given extreme importance, and when this is done, the device can be acquired. Sometimes, when the assistive device has been provided for the person, like for example a child who attends school, by the school
With this access, students can independently use the computer to read, write, send and receive e-mail and do research. Another type of low-tech devices for blind children is the note taker. Note takers are moveable Braille tools that include refreshable Braille display. They can be attached to the computer to display information on the screen in Braille. Examples include Braille lite, the Braille note and the Braille window. Refreshable Braille
Many of the answers used to hold workers with disabilities can also crack work-related problems of older workers. But older workers would not point out that they are disabled, even though they may come across functional limitations that are comparable to those met by persons with disabilities. Elder workers with vision, hearing, dexterity, memory, attention, standing, and/or sitting disabilities may come across difficulties on the job. There are a
Assistive Technology Many students who enter a special education program are in need of some type of assistance from technology so that they can interact and learn at a higher level. Generally this technology is most associated with students who have vision, hearing and mobility issues, "but is also true for individuals with limitations in cognition and perception" (Behrman, 1998). The state of Wisconsin is very concerned with ensuring that all
The new affordability of e-readers makes them a viable option for the classroom. Parette and Stoner (2007) emphasize that teachers share a critical responsibility for "effectively preparing all young children [emphasis theirs] to develop important readiness and literacy skills enabling them to successfully participate in public school settings." The AT tookit is one means to ensure that educators have the skills they need to help their students. Parette and Stoner