• Inclusion- students with disabilities receive the services and supports appropriate to their individual needs within the general education setting

Assistive technology device- any item, equipment, or product used to increase, maintain, or improve functional capabilities

Assistive Technology

• Assistive technology-The utilization of technology, strategies, and methods in enabling individuals to master tasks at home, school, work, increase independence, and quality of life—use of computers, toys, controls, equipment, communications, modifications, etc.

• Mainstreaming-Integrating a child with disabilities into a general classroom or school activities for a portion of the school day, with supports if needed, to allow him or her to interact, to the greatest extent possible, with peers who are not disabled

• Joysticks—manipulated by hand, feet, chin, etc. and used to control the cursor on screen.

• Optical character recognition (OCR) technology offers blind and visually impaired persons the capacity to scanprinted text and then speak it back in synthetic speech orsave it to a computer. Little technology exists to interpretgraphics such as line art, photographs, and graphs into a medium easily accessible to blind and visually impaired persons. It also is not yet possible to convert handwriting, whether script or block printing, into an accessible medium.

• Screen readers are used to verbalize, or "speak,“everything on the screen including text, graphics, control buttons, and menus into a computerized voice that is spoken aloud. In essence, a screen reader transforms a graphic user interface (GUI) into an audio interface. Screen readers are essential for computer users

who are blind.

• Web accessibility refers to the practice of makingwebsites usable by people of all abilities anddisabilities. When sites are correctly designed,developed and edited, all users can have equal accessto information and functionality.

• Switch is not a simply an mp3 converter, it is the mostcomprehensive and stable audio file converter around.With Switch Plus you can convert your sound files into the formats you need to compress for storage, create ringtones, add to a presentation, listen on your portable device and much more. In fact, the possibilities are endless using this powerful audio file converter. Switch Plus audiofile converter is very easy to use. Just add the files you

wantto convert to the list, select the format you want to use,

andthen click the convert button.

Three Parts• Educators, including curriculum and assessment designers, can

improve educational outcomes for diverse learners by applying the following principles to the development of goals, instructional methods, classroom materials and assessments.

• Provide multiple and flexible methods of presentation to give students with diverse learning styles various ways of acquiring information and knowledge.

• Provide multiple and flexible means of expression to provide diverse students with alternatives for demonstrating what they have learned, and

• Provide multiple and flexible means of engagement to tap into diverse learners' interests, challenge them appropriately, and motivate them to learn.

How it is used in Technology• The term “universal design” is borrowed from the movement in

architecture and product development that calls for curb cuts, automatic doors, video captioning, speakerphones, and other features to accommodate a vast variety of users, including those with disabilities.

• Students differ from one another in many ways and present unique learning needs in the classroom setting, yet high standards are important for all students. By incorporating supports for particular students, it is possible to improve learning experiences for everyone, without the need for specialized adaptations down the line. For example, captioned video is of great help to Deaf students—but is also beneficial to students who are learning English, students who are struggling readers, students with attention deficits, and even students working in a noisy classroom.

• The advent of digital multimedia, adaptive technologies, the World Wide Web, and other advancements make it possible on a broad scale to individualize education for individual students. Developers and practitioners of UDL apply the inherent flexibility of digital media to individualize educational goals, classroom materials, instructional methods and assessments. Thus, each student has an appropriate point-of-entry into the curriculum—and a pathway towards attainment of educational goals.

• Mild disabilities- The first strategy is discipline in Special Education and General Education Settings

• Moderate and Severe Disabilities-Help the Student to Belong. The majority of general education teachers advised that part of their role in ensuring successful integration was to help the integrated student feel he or she belonged to the school community and was a member of the class. Teachers proudly mentioned things they had done to that end, such as sending class newsletters home, including the student in the class picture and in daily roll call, putting the student's work on the bulletin board, and making sure other students in the class knew how to interact with him or her.

Disabilities

• Physical Disabilities- disabilities that can affect a person’s ability to move about, use the arms and legs, and/or breathe independently

• Sensory disabilities- A sensory disability is blindness, deafness, or a severe vision or hearing impairment.

• At-risk Behaviors/Situations- children in school who are “at-risk” for academic failure. Factors include:– Diverse Cultural Background– Limited Background in Speaking English– Poverty

• Gifted & Talented Students- terms applied to people with extraordinary abilities, and capable of superior performance, in one or more areas.

Physical Disabilities Strategies• Speech recognition

Speech (or voice) recognition is used by people with some physical disabilities or temporary injuries to hands and forearms as an input method in some voice browsers. Applications that have full keyboard support can be used with speech recognition.

• Motor Disabilities- To use the Web, people with motor disabilities affecting the hands or arms may use a specialized mouse; a keyboard with a layout of keys that matches their range of hand motion; a pointing device such as a head-mouse, head-pointer or mouth-stick; voice-recognition software; an eye-gaze system; or other assistive technologies to access and interact with the information on Web sites. They may activate commands by typing single keystrokes in sequence with a head pointer rather than typing simultaneous keystrokes ("chording") to activate commands. They may need more time when filling out interactive forms on Web sites if they have to concentrate or maneuver carefully to select each keystroke.

Sensory Disabilities Strategies• Visual notification

Visual notification is an alternative feature of some operating systems that allows deaf or hard of hearing users to receive a visual alert of a warning or error message that might otherwise be issued by sound.

• Speech disabilities- To use parts of the Web that rely on voice recognition, someone with a speech disability needs to be able to use an alternate input mode such as text entered via a keyboard.

• Deafness

To use the Web, many people who are deaf rely on captions for audio content. They may need to turn on the captions on an audio file as they browse a page; concentrate harder to read what is on a page; or rely on supplemental images to highlight context.

• Mild Disabilities-Children with mild general learning disabilities (MLD) typically have verbal and performance IQ scores in the 50-70 range, i.e., two to three standard deviations below the population mean. They often have significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills.

• Moderate and Severe Disabilities-Instructional strategies teachers can use with students with mild/moderate disabilities, including: Autism, Blindness/Vision Impairment, Deafness/Hearing Impairment ,Mental Retardation and Physical Disabilities is to recall facts: students restate facts from different activities and stories.

Strategies for Disabilities

• Create a Class Web Site—The Web is an excellent way to communicate with your students and their parents or guardians. Youcan include course information, assignments, lecture notes andpresentations, links to interesting sites, challenges, study tools, links

totextbook Web sites, and many other features.

• Hands On Activities: As much as possible, think in concrete terms

and provide hands on tasks. This means a child doingmath may require a calculator or counters. The child may need to tape record comprehension activities instead of writing them.A child may have to listen to a story being read instead ofreading it him/herself. Always ask yourself if the child shouldhave an alternate mode or additional learning materials to address the learning activity.

At-Risk Behaviors

• Have Students Create a Multimedia Presentation—Ask students to use various digital media, such as digital video clips, audio clips, and digital photographs to assemble a multimedia presentation. Use your content standards to identify choices that students can make about the project topic. The end product could result in a Web site, PowerPoint® presentation, or other hypermedia product.

Gifted & Talented

Resources• http://specialed.about.com/od/teacherchecklists/p/interventiontip.htm

• http://images.google.com/imgres?imgurl=http://web.ccesc.k12.oh.us/ccesc/Portals/0/assistive%2520tech/images/AT.jpg&imgrefurl=http://web.ccesc.k12.oh.us/ccesc/Services/AssistiveTechnology/tabid/69/Default.aspx&usg=__ZkF-SSdWd4XaNsB5QWlHJ1Do1Eg=&h=315&w=719&sz=35&hl=en&start=1&tbnid=v1oHOU_QMp3ELM:&tbnh=61&tbnw=140&prev=/images%3Fq%3Dassistive%2Btechnology%2Bdevice%26gbv%3D2%26hl%3Den

• http://www.microsoft.com/enable/at/types.aspx• http://www.afb.org/Section.asp?SectionID=4&TopicID=31&DocumentID=1283• http://www.glencoe.com/sec/teachingtoday/subject/tech_integration.phtml

• http://www.advocacyinstitute.org/UDL/