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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 students have the ability to learn to the best of their ability. This means that assistive technology must be provided in many cases. A student's Individualized Education Program (IEP) is required to list the assistive technology services that the student needs and how that technology will be used on a day-to-day basis. This paper discusses how the IEP provides instruction in what assistive technology the student needs, when it is required, and provides some examples of assistive technology currently being used in Wisconsin schools.
An IEP details information about the students disability, and...
A program is set up for the child by the team of people who will work most closely with them. The goals within this plan often cannot be accomplished unless the student has some form of assistive technology provided to help them reach them. When a specific goal within the plan requires a device or aid to be used, it will be detailed exactly what is needed for that goal's accomplishment and how it will be used. Then when the specific type of technology is needed it will be available for the student to use.
Students who have physical disabilities such as being blind or deaf will often need the technology all of the time. Students who are blind will need Braille books, or other technology that do not require sight to learn the material. Children who are deaf will most likely need an aid who can communicate with them using sign language. However, student who have cognitive or learning disabilities may only need the technology at certain…
References
Behrman, M. (1998). Assistive technology for young children in special education. Retrieved from http://www.edutopia.org/assistive-technology-young-children-special-education
CESA. (2011). Information regarding CESA #11 services: 2010-2011. Retrieved from http://www.cesa11.k12.wi.us/administration/Narrative%20%2010-11.pdf
Wisconsin Department of Public Instruction (WDPI). (2011). Division for learning support: Equity and advocacy. Retrieved from http://dpi.wi.gov/dlsea/
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This device utilizes two 3-volt batteries and has a battery self-tester. The recorded messages not lost when the battery is changed. This item weighs about two ounces and has also a one year warranty. This item costs $29.95. (http://test.abledata.com/abledata.cfm?pageid=113583&top=0&productid=113886&trail=0) S. similar device is known as Medical Medallion, and it is manufactured for the same purpose. It has the same easy-playback and update options, the same word capacity, the same storage
Access to Educational Technology: Students With Special Needs Students with Special Needs: Access to Educational Technology Technology has literally changed the way we live our lives in the education sector, as well as in recreation and employment. Research evidence, however, shows that a digital divide still exists between persons with disabilities and their nondisabled counterparts. This text presents the possible reasons for this, and identifies specific tools that teachers could use to
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