emily kesler learning disabilities and assistive technology

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Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

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Page 1: Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

Emily Kesler

LEARNING DISABILITIES

AND ASSISTIVE TECHNOLOGY

Page 2: Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

Individualized Educational Plan (IEP)- A plan or program of

developed goals, strategies and services implemented to help students

with disabilities to succeed (Bachrach).

Inclusion- Students are involved in general education classes with

peers their own age who do not have disabilities (Bowerman and

Goff).

Least Restrictive Environment- Students spend half of their time in

classrooms with their non-disabled peers, however, if goals can not be

reached in a general education classroom the student will spend time

in special education or a resource setting (Bowerman and Goff).

LEARNING DISABILITIESAND ASSISTIVE TECHNOLOGY

Page 3: Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

Assistive technology is customized to help students with

disabilities to “increase, maintain and improve the functional

capabilities,” (Behrmann).

Assistive technology can be categorized in to two different

technologies:

High- computers, electronic aids and software

Low- handheld magnifiers and large print text

(Behrmann)

ASSISTIVE TECHNOLOGY

Page 4: Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

HEARING IMPAIRED

Hearing Impaired- Students lack the ability to receive sound through the ear. There are two types of hearing impaired disabilities students can encounter. There is mild hearing which is the inability to hear soft sounds and severe hearing is the total loss of sound (Hicks). Based on this disability, students would have difficulty hearing any type of instruction.

Hearing Loop- This is a sound system with amplifiers placed throughout the classroom and are connected to a microphone for the speaker. There are miniature and wireless receivers for the hearing impaired located in hearing aids and implants. This piece of assist ive technology makes information sound clearer and improves student’s l is tening environment (American Speech-Language-Hearing Association).

Computerized Speech Recognition- This assist ive technology al lows speech to be turned into text . Students with a hearing impairment wil l be able to visually see instruction (American Speech-Language-Hearing Association).

Page 5: Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

Visually Impaired- Students who experience vision loss, partial sight or complete blindness have difficulty reading text and writing.

Screen Readers -This assist ive technology allows students to hear text being read to them (Teach Thought Staff) . Students wil l get the abil i ty to read in a different form on an individual basis .

Screen Magnification - This assist ive technology enlarges text from full to parts of the screen which helps visually impaired students to read (Adaptive Technology Center for New Jersey Colleges). Technology l ike this one gives students the abil i ty to read in a group or independently.

VISUALLY IMPAIRED

Page 6: Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

Dyslexia- reading and language processing disability. This disorder effects a students ability to read, write and spell. Dyslexia causes a student’s brain to “process and interpret information differently,” (National Center for Learning Disabilities).

Audio Books - Students are able to l is ten to text . This assist ive technology improves reading skil ls by engaging mult iple senses when students read along with the audio. This wil l improve students abil i ty to read and comprehend text (National Center for Learning Disabil i t ies).

Pronunciation Dictionary- This application allows students to l is ten to the correct way to say a word. Students wil l engage in multiple senses with this application by l is tening to how a word should be pronounced and develop a student’s abil i ty to spell the word they are learning to say (National Center for Learning Disabil i t ies).

DYSLEXIA

Page 7: Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

1. Assist ive technology are appl icat ions that support s tudents s t rengths while counterbalancing their disabi l i t ies . These technologies are here to also improve their abi l i t ies that are hindered by their condi t ions. This al lows students to be independent and not require a teacher ’s support . By having s tudents use appl icat ions l ike the ones l is ted in s l ides four, f ive and s ix; teachers are able to be mobile throughout the classroom. Each disabi l i ty, l ike the hearing and visual impairments , are divided into levels . Based on the idea of disabi l i t ies having different scales of severi ty, teachers are able to personal ize learning based on the condi t ions of the disabi l i ty by using assis t ive technology. Based on the disabi l i t ies hindrances, teachers can give the assis tance needed to ensure a s tudent can fulf i l l their ful l potent ial .

2. Technology is al l around us and by giving s tudents access to appl icat ions and equipment in the elementary school set t ing, we are giving them a look at the resources they wil l encounter not just in school , but af ter their educat ion is complete. We as teachers , are showing chi ldren with disabi l i t ies that they deserve the same educat ion their peers without disadvantages receive. Even though they are learning i t through different appl icat ions, they are receiving the same assis tance needed to get them to the next level . We as educators should let them know they are no less than their peers .

CONCLUSIONS

Page 8: Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

A m e r i c a n S p e e c h - L a n g u a g e - H e a r i n g A s s o c i a t i o n . N . p . , n . d . H e a r i n g A s s i s t i v e Te c h n o l o g y . R e t r i e v e d f r o m : S e p t e m b e r

2 1 , 2 0 1 4 - h t t p : / / w w w. a s h a . o r g / p u b l i c / h e a r i n g / t r e a t m e n t /a s s i s t _ t e c h . h t m

A d a p t i v e Te c h n o l o g y C e n t e r f o r N e w J e r s e y C o l l e g e s . N . p . , n . d . A s s i s t i v e Te c h n o l o g y F o r C o l l e g e S t u d e n t s W h o a re

B l i n d o r Vi s u a l l y I m p a i re d . R e t r i e v e d f r o m : S e p t e m b e r 2 1 , 2 0 1 4 - h t t p : / / a d a p t i v e t e c h . t c n j . e d u / r e s h e e t /b l i n d . h t m

B a c h r a c h , S . J . ( M a y 1 , 2 0 11 ) . I n d i v i d u a l i z e d E d u c a t i o n P ro g r a m s ( I E P s ) . R e t r i e v e d f r o m : S e p t e m b e r 2 1 , 2 0 1 4 - h t t p

: / / k i d s h e a l t h . o r g / p a r e n t / p o s i t i v e / l e a r n i n g / i e p . h t m l#

B e h r m a n n , M . ( A p r i l 1 3 , 2 0 1 4 ) . A s s i s t i v e Te c h n o l o g y f o r Yo u n g C h i l d re n i n S p e c i a l E d u c a t i o n : I t M a k e s a D i f f e re n c e .

R e t r i e v e d f r o m : S e p t e m b e r 2 1 , 2 0 1 4 - h t t p: / / w w w. e d u t o p i a . o r g / a s s i s t i v e - t e c h n o l o g y - y o u n g - c h i l d r e n - s p e c i a l -e d u c a t i o n

B o w e r m a n , S . & G o f f , M . ( J a n u a r y 2 , 2 0 1 3 ) L e a s t R e s t r i c t i v e , I n c l u s i o n a n d M a i n s t re a m i n g . R e t r i e v e d f r o m :

S e p t e m b e r 2 1 , 2 0 1 4 - h t t p : / / w w w. t w u . e d u / i n s p i r e / l e a s t -r e s t r i c t i v e . a s p

H i c k s , J . N . p . , n . d . H e a r i n g I m p a i r m e n t s . R e t r i e v e d f r o m : S e p t e m b e r 2 1 , 2 0 1 4 - h t t p: / / a d a . k y. g o v /h e a r i n g _ i m p _ d e f . h t m

N a t i o n a l C e n t e r f o r L e a r n i n g D i s a b i l i t i e s . N . p . , n . d . D y s l e x i a . R e t r i e v e d f r o m : S e p t e m b e r 2 1 , 2 0 1 4 -

h t t p : / / n c l d . o r g / t y p e s - l e a r n i n g - d i s a b i l i t i e s /d y s l e x i a

Te a c h T h o u g h t S t a f f . ( M a y 5 , 2 0 1 3 ) . 8 H e l p f u l A s s i s t i v e Te c h n o l o g y To o l s f o r Yo u r C l a s s ro o m . R e t r i e v e d f r o m :

S e p t e m b e r 2 1 , 2 0 1 4 - h t t p : / / w w w. t e a c h t h o u g h t . c o m / t e c h n o l o g y / 8 - h e l p f u l - a s s i s t i v e - t e c h n o l o g y - t o o l s - f o r - y o u r - c l a s s r o o m

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WORK CITED