*All featured videos on this page are available with Closed Captions when viewed on YouTube.
VIDEO: Understanding Assistive Technology
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Examples of Educational Assistive Technology
AT can be specialized curricular software, electronic devices, wheel chairs, walkers, braces, educational software, power lifts, pencil holders, eye-gaze, and head trackers.
AT includes but is not limited to the following:
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*AT can be inclusive or specialized learning materials and curriculum aids, i.e. curriculum specific software, and more
Low Tech AT are simple devices or equipment that require minimal training, less expensive and do not have complex electronic or mechanical features.
ex: Sticky notes, markers, crayons, pencil holders or grips, large print text, handheld magnifier, communication board
High Tech AT are the most complex devices or equipment, that have digital or electronic components, may be computerized, will require training and effort to learn how to use; cost more than mid tech devices
High Tech: PC, software, electronic graphic organizers, Tablet, electric wheelchair, portable word processor, text to speech, Smart Board etc. |
AT Services:
AT Services can directly assist an individual with a disability in the selection, acquisition, or use of an assistive technology device.
May include:
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VIDEO: Using Lending Libraries
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Frequently Asked questions:
How does one choose the right AT?
Selecting the proper AT is a choice one makes in collaboration with a team consisting of the parents, professionals and consultants. An AT team may include assistive technology experts, doctors, regular and special education teachers, speech-language pathologists, therapists, and other specialists who will help find AT to match the needs of an individual. NOTE: For children with disabilities (Ages 3-21) public school systems are required by law to develop an Individualized Education Plan (IEP) to address each child’s specific needs, including assistive technology. It is important to make sure any appropriate assistive technology is not overlooked and is discussed during IEP meetings and is defined clearly for the IEP plan. |
Who pays for the AT a child may need?
The responsibility of payment is dependent upon the assistive technology needed, its user, and its purpose. Assistive technology may cost less than one might expect if researched properly. If not personally bought or lent from a library or service:
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Where can I find more information on professional help, organizations, or services?
For more parent training information on things such as IDEA, IEP, Section 504 etc. go to the following links below:
IDEA (Individuals with Disabilities Education Act)
CPIR (Center for Parent Information and Resources)
PBS Parents (PBS Parents Education Information on Learning Disabilities and AT Devices)
For more information on professional organizations who may help, go to the following links below:
ASHA (American Speech-Language-Hearing Association)
CEC (Council for Exceptional Children)
LDA (Learning Disability Association of America)
ATIA (Assistive Technology Industry Association)
For more parent training information on things such as IDEA, IEP, Section 504 etc. go to the following links below:
IDEA (Individuals with Disabilities Education Act)
CPIR (Center for Parent Information and Resources)
PBS Parents (PBS Parents Education Information on Learning Disabilities and AT Devices)
For more information on professional organizations who may help, go to the following links below:
ASHA (American Speech-Language-Hearing Association)
CEC (Council for Exceptional Children)
LDA (Learning Disability Association of America)
ATIA (Assistive Technology Industry Association)
Universal Design for learning
*Click the picture above to learn more on how teachers' must present content in different ways to enhance and challenge recognition networks.
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RECOGNITION NETWORKSKnown as the "what" of learning, these networks are related to how we gather facts and categorize what we see, hear, and read.
Recognition tasks: Identifying letters, words, or an author's style Focus: Multiple Means of Representation Three Important Features: Perception, Language, Comprehension |
*Click the picture above to learn more on how teachers' must vary the ways that students can express what they know.
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STRATEGIC NEtworksKnown as the "how" of learning, these networks are related to planning and performing tasks. How we organize and express our ideas.
Strategic tasks: Writing an essay or solving a math problem Focus: Multiple Means of Action and Expression Three Important Features: Physical Action, Expression, Executive Function |
*Click the picture above to learn more on how teachers' must encourage or enhance students' interest and motivation for learning.
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Affective NetworksKnown as the "why" of learning, these networks are related to how learners are engaged and motivated to learn. The "why" consists of what makes one prioritize and care about what they learn.
Affective dimensions: How they are challenged, excited, or interested Focus: Multiple Means of Engagement Three Important Features: Recruiting Interest, Sustaining Effort, Self-regulation |
To see or download a UDL Guidelines Version 2.0 graphic organizer listing the main principles of UDL click here.
**Works cited for this page can be downloaded below. The complete website's works cited is located in the Works Cited tab at the top of this page.**
**Works cited for this page can be downloaded below. The complete website's works cited is located in the Works Cited tab at the top of this page.**
WorksCitedpg1.pdf | |
File Size: | 34 kb |
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Educational Assistive Technology by Nicole A. Castillo is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://www.ncld.org/students-disabilities/assistive-technology-education.