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All the same, the use of assistive technology comes with a cost of time and demands however, benefits are greater than the shortcomings and when assistive technology is implemented properly in to academic work, the young scholars becomes more productive, independent, and successful (Axistive, 2007).
With regard to the above research, assistive technology remains a great motivator for tutors/teachers to give authority to children. It helps young children especially those with disabilities to have interest to achieve more and feel as able members of the society, just like other normal children. For this to be successful, educational learning standards that involve individual learning differences (CEC 3) calls for educators to ensure they have the required skills in strategizes for both short- and long-term benefits. The instructional strategies (CEC 4) should have procedures that understand the child completely. All these are for an expected beneficial outcome that uses a well-organized structure in identifying the best methods to plan lesson and remedial lessons from start to end (Outcome 23). Thus,...
(2007, June 21). Assistive technology for students with physical disabilities.
Axistive.com. Retrieved from http://www.axistive.com/assistive-technology-for-students-with-physical-disabilities.html
Council of Exceptional Children (2010, April 10). CEC standards for all beginning special education teachers of early childhood students. cec.sped.org. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/Professiona
lStandards/EthicsPracticeStandards/SpecialEdTeachers/default.htm
Izumi-Taylor, S., & Blake, S. (2009). Technology for early childhood education and socialization: Developmental applications and methodologies. Hershey, PA USA: Idea
Group Inc. (IGI).
Wilds, M.L. (1996, April). Effective use of technology with young children. Parentpals.com.
Retrieved from http://www.parentpals.com/gossamer/pages/Detailed/912.html)
References
Axistive. (2007, June 21). Assistive technology for students with physical disabilities.
Axistive.com. Retrieved from http://www.axistive.com/assistive-technology-for-students-with-physical-disabilities.html
Council of Exceptional Children (2010, April 10). CEC standards for all beginning special education teachers of early childhood students. cec.sped.org. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/Professiona
lStandards/EthicsPracticeStandards/SpecialEdTeachers/default.htm
Retrieved from http://www.parentpals.com/gossamer/pages/Detailed/912.html)
nology to Support ADD and ADHD Learners (K-8) Research Paper November 6, 2005 Use of Technology to Support ADD and ADHD Learners (K-8) Abstract The student with AD/HD is one that requires more specialized and individualized instruction. Technological possibilities present great potential in providing these instructional needs for the AD/HD learner. Technology implemented in the school and in the classroom is critically dependent upon collaboration in development and implementation which is inclusive of the
These benefits arise because of implementing both assistive technologies and Information Communication technology (ICT). The implementation of technology in classrooms usually has benefits to both the disabled students as well as the teachers (Kirk, Gallagher, Coleman, & Anastasiow, 2012, p.240). The general benefits of use of assistive technologies and ICT in teaching students with learning disabilities include greater learner autonomy and unlocking hidden potential with those with communication difficulties.
Innovations in technology and calls for increased accountability have combined to create an environment in which it is reasonable to expect significant changes in education over the next several years. This paper identifies three potential issues in education, multiple assessments and evaluations, assistive technology, and assessment in special education followed by an explanation concerning why these three topics will be worthy of consideration. Multiple assessments and evaluations The National Assessment of Educational
Three years later, the company improved its picture clarity and introduced the "emotional intonation" feature, considered important components of visual language. But at present, only 10% of the deaf and hard-of-hearing know about VRS. The Internal Revenue Service refuses to accept VRS calls. And VRS can be performed only with high-speed internet access. But companies, like Sorenson, provide videophones for free. Those who have no high-speed internet access or
New Ways of Workplace Development and Innovation by Using Work Technology This work in writing proposes a research study on technology in terms of its impact on workplace development and workplace innovation. The work of Meckl (2008) states that innovation system theory "indicates a transition from individual study to systematic research. The innovation system theory combines the dynamic and complexity of innovation. According to this theory, technological innovation interacts with institutional innovation,
(Nursing profession studied) This is clearly not very high, and there does not seem to be a high impact of the change in technology on nurses and their employment. This leads to a dichotomy in the view about nurses - they are viewed as targets of change rather than the force which leads to changes through proposals, leadership and implementation. This often causes them difficulty in carrying on with their