Assistive Technology Assistive Technology for Science Classesfor Science Classes

By:By:

Jorge S MustafaJorge S Mustafa

Assistive Technology ResourceAssistive Technology Resource

ObjectivesObjectives

Increase knowledge of assistive technology.

Increase understanding of universal design.

Increase awareness of tools for science .

Definition of Assistive Definition of Assistive Technology (AT)Technology (AT)

The Individuals with Disabilities Education Act The Individuals with Disabilities Education Act (IDEA) defines assistive technology devices as (IDEA) defines assistive technology devices as “any piece of equipment, or product system, “any piece of equipment, or product system, whether acquired commercially off the shelf, whether acquired commercially off the shelf, modified, or customized, that is used to increase, modified, or customized, that is used to increase, maintain, or improve functional capabilities of maintain, or improve functional capabilities of children with disabilities.”children with disabilities.”

SETTSETT by Joy Zabala (1994)by Joy Zabala (1994)

SSTUDENT – What are the student’s special needs and abilities? Why TUDENT – What are the student’s special needs and abilities? Why does the student need AT?does the student need AT?

EENVIRONMENT – Where will the student use AT? What supports, NVIRONMENT – Where will the student use AT? What supports, resources are available?resources are available?

TTASKS – What IEP goals will be addressed with AT? What activities ASKS – What IEP goals will be addressed with AT? What activities is the student expected to do?is the student expected to do?

TTOOLS – What assistive technology (no/low tech, and high tech) OOLS – What assistive technology (no/low tech, and high tech) options should be considered to address the tasks? What strategies options should be considered to address the tasks? What strategies might be used to increase student performance?might be used to increase student performance?

A Framework for considering assistive technologyA Framework for considering assistive technology

Universal Design For LearningUniversal Design For Learning

Teachers are designers. They design activities, materials and curricula.

Coupling between abilities and task requirements

Targets educational needs of all students while addressing different learning styles.

Technology increases the adaptability and flexibility.

Physically and Cognitively Physically and Cognitively AccessibleAccessible

Wheelchair accessibility, alternative keyboards, screen readers.

Perceptual accessibility - color blindness, hearing loss or visual impairments.

Cognitively impaired as well as different learning styles and strengths.

Multiple ways of engaging the material, presenting the material and reporting results.

Universal DesignUniversal Design Utilize multiple modes of information

presentation - verbal, iconic, pictorial, tactile. Provide contrast between the information and

its surroundings. The expanded use of sound field systems exemplifies this principle. Students perform better academically. On any given day students have temporary hearing problems due to colds, flu, allergies and fatigue.

Different representations such as concept maps and then outline form appeal to different learning styles.

Tasks for ScienceTasks for Science

1.1. Performing experiments Performing experiments 2.2. Recording observationsRecording observations3.3. Collecting & Recording data (measuring)Collecting & Recording data (measuring)4.4. Analyzing Data - graphsAnalyzing Data - graphs5.5. Writing Science/Lab ReportsWriting Science/Lab Reports6.6. Reading science textbooks, research Reading science textbooks, research 7.7. Using scientific calculators, converting unitsUsing scientific calculators, converting units8.8. Studying and Test takingStudying and Test taking

List is not comprehensive, but examplesList is not comprehensive, but examples

Assistive Technology Assistive Technology is used to increase a student’s is used to increase a student’s learning through increased learning through increased participation in activities. By participation in activities. By employing a “hands on” employing a “hands on” approach, the teacher creates an approach, the teacher creates an opportunity to engage the opportunity to engage the student’s mind.student’s mind.