ATC Dude 505: 2013-07-14

Assistive Technology in the Classroom

In this week’s blog we will examine how to use assistive technology with students that have mild, moderate, and severe cognitive disabilities, physical disabilities, sensory disabilities, at-risk behaviors, and gifted students. Roblyer and Doering point out first we must understand what constitute a disability, which is “when an impairment limits an individual from performing an activity in a manner normally expected for human beings (communicating with others, hearing, movement, manipulating objects, and so on)” (p.398).

For students with mild cognitive disability low-tech technology that are usually non-electrical such as highlighting markers, word list, and organizing systems may be helpful (Roblyer & Doering,2013, p.404). Software products that have text-to-speech products and interactive storybooks could be used for reading, and for writing voice-recognition software has been helpful (Roblyer & Doering, 2013, p.405).

Roblyer& Doering point out for students with moderate to severe disabilities “effort is devoted to ensuring that they acquire daily living skills such as personal hygiene, shopping, and use of public transportation”(p.408). An iPad app (Time, Money, and Fractions On-Track) could be used to teach money and time management skills (Roblyer & Doering, 2013, p. 408). For students with this disability accessing and using a computer can be very difficult, therefore, alternative keyboards (Intellikeys) can enlarge keys, remove keys not needed for particular software program, and have multistep keys that do several functions (print, save, quit) with a single press of the key (Roblyer & Doering, 2013, p. 408).

Physical disabilities usually affect the student’s mobility and agility, therefore, Roblyer & Doering point out technology needs to address ensuring maximum motor function to decrease physical demands by looking at placement of the technology and having good training so that the student can operate independently (p.405). Assistive technology such as joysticks (one handle moves in all directions) for power wheelchairs and switches for controlling computer systems and environmental systems need to be considered (Roblyer & Doering, 2013, p.408).

Assistive technology for students with sensory disabilities (loss of hearing or vision) Roblyer & Doering point out can start with a cane with sensor technology for the blind to assist with mobility, to scanners that convert printed information into audio for the blind (p.409). They point out there are mobile apps like “Text-Grabber” for the visually impaired (p.409).

Individuals who are hearing impaired Roblyer & Doering point out can use most technologies without many adaptations; however problems can occur with products like computers due to the “reliance on sound in multimedia software” such as error messages (p.409). Therefore, it has been advocated for designers to produce information in multiple formats (error messages with sound and on-screen instructions) (p.409). In the classroom FM amplifications systems (Lewis, 2010) are being used with the hearing impaired, it allows the teachers voice to be amplified through a head-set to the students to help them focus their attention (Roblyer & Doering, 2013, p. 409).

The At-Risk student is not disable from the federal definition of disability; however, their low performance often correlates with students who have a disability (Roblyer & Doering, 2013, p.209). Consequently, software programs and websites need to be engaging and motivating to the student, such as electronic quizzes that provide immediate feedback on performance. An example of this would be Brain Pop (www.brainpop.com) (Roblyer & Doering, 2013, p. 405).

The last student we will examine is the gifted and talented student. Roblyer and Doering point out the primary issue with these students is identifying “students who merit special services or activities that they would normally not receive in school” (p.411). Roblyer and Doering point out five areas to focus assistive technology on with the gifted student; they include pace of learning, process, passion, products, and peer relationships (p.412). Assistive technology should focus on products such as “multimedia presentations, web page design, and electronic portfolios to document learning experiences” (Roblyer & Doering, 2013, p.405). The internet can be very useful with gifted students allowing them to follow their passion, showcase their products through podcasts, and work on peer relationships through social networking, email, and wiki pages to name a few (Roblyer & Doering, 2013, p.412).

ATC Dude 505

Edwin E.Harris, MS, ATC

Saturday, July 20, 2013

Tuesday, July 16, 2013

Assistive Technolgy