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BELOW YOU WILL FIND THE DEFINITION AND
DESCRIPTION OF THE ASSISTIVE TECHNOLOGY
ACT AND ITS IMPACT ON THE FIELD OF
EDUCATION.
Bausch, M.E., Mittler, J. E., Hasselbring, T. S., Cross, D.P. (2005) The Assistive Technology Act of 2004. What
Does It Mean? Source Physical Disabilities:Education and Related Services, vol 23 n259-67. 9pp
HERE ARE SOME EXAMPLES:Placing items at reach level for
persons
Of short stature and providing
instruments
&
apparatuses
made for
them.
Applications, and mechanisms for
visual impairments
Auditory
aids
Quoting from an online source : The Assistive Technology Act of 2004 defines an assistive technology
device in the following way:
…any item, piece of equipment, or product system, whether acquired commercially, modified, or
customized, that is used to increase, maintain, or improve functional capabilities of individuals with
disabilities. (29 U.S.C. Sec 2202(2))
AT devices can be “low tech,” “medium tech,” or “high tech”–as the examples below show.
power and manual wheelchairs, scooters, canes, walkers, and standing devices
augmentative communication devices (speech generating devices), voice amplifiers, and speech recognition
devices
durable medical equipment and medical supplies, such as patient lifts and incontinence supplies
orthotics and prosthetics, such as hearing aids and electric larynxes
accessibility adaptations to the home, workplace, schools, group homes, nursing facilities, ICF/MRs, and
other places (e.g., ramps, stair glides, lifts, grab bars, flashing smoke detectors, lever doorknobs, and
environmental controls)
special equipment to help people work, study, and engage in recreation, such as enlarged computer
keyboards, reachers, amplified telephones, magnifiers, voice recognition software, and adaptive sports
equipment
accessibility modifications in the community, such as audio systems on public transportation, talking ATMs,
and voting machines for the blind (Disability Rights Network of Pennsylvania, 2008) (2013,
parentcenterhub.org).
(2013) ; http://www.parentcenterhub.org/repository/ata/
It is wonderful that we have come to realize the great need to make available helps that
can aid our exceptional student’s – our citizens with tools and technology that make life easier for
them.
One 2013 article explains that there is almost 6.5 million school –aged students with exceptional
learning needs.
In 2008 the federal government allocated approximately 30 million dollars to support research to
increase access to AT devices and services for individuals with disabilities of all ages.
This same article also shares that there are special challenges that occur when it comes to the
implementation of assistive technology in rural areas.
One noted obstacle is the lack of training opportunities for individuals with regard to utilization of
the technology.
Reference: Rural Special Education Quarterly, (2013) Volume 32, 4
Graphical technique for visualizing connections between several ideas or pieces of information. Each idea or fact is written down and
then linked by lines or curves to its major or minor (or following or previous) idea or fact, thus creating a web of relationships.
Developed by the UK researcher Tony Buzan in his 1972 book 'Use Your Head,' mind mapping is used in note taking, brainstorming,
problem solving, and project planning. Like other mapping techniques its purpose is to focus attention, and to capture and frame
knowledge to facilitate sharing of ideas and concepts.
Read more:
http://www.businessdictionary.com/definition/mindmapping.html#ixzz3K3Gi0XHu
Mind mapping is a visual strategy that’s been used for decades in education and is usually defined as a diagram that visually represents
concepts or ideas. Using mind maps (also called graphic organizers and concept maps) can be a valuable strategy for visual learners.
Mind maps can be especially helpful for students with learning disabilities by helping with: brainstorming, note-taking, expression of
ideas, recall, concept development, understanding relationships, organization for the writing process, and problem-solving. Mind
mapping software has been very effective when used with students with learning disabilities who are visual learners. However, we were
eager to look into apps for mind mapping on the iPad and iPod and see if effectiveness for students with learning disabilities lived up to
their traditional software counterparts.
Reference: Prupas, A. (2011) Suceed@ school seminars: www.invo8-ed.com
Shared from our textbook: Historically, technology for individuals with disabilities has been thought of
as assistive technology. Many products have been invented to extend the abilities of an individual in
ways that provide physical access (i.e., wheelchairs, braces) and sensory access (i.e., Braille, closed
captioning). However, the federal definition of assistive technology is considerably broader, as illustrated
in the following:
§ 300.5 Assistive technology device.
. . . Assistive technology device means any item, piece of equipment, or product system, whether
acquired commercially off the shelf, modified, or customized, that
is used to increase, maintain, or improve the functional capabilities of a child with a disability. (20
U.S.C. 1401(1))
While many people believe the term assistive technology applies only to computers, in reality, assistive
technology devices (e.g., adaptive feeding instruments, wheelchairs, vision aids, etc.) have a long history
in the field of special education and rehabilitation. Current estimates suggest that there are nearly 40,000
assistive technology devices designed to enhance the life functioning of individuals with disabilities
(AbleData, 2013).
Some experts have argued that the definition of assistive technology is so broad that it could include
anything. In fact, that is a simple way to think about it: Assistive technology is anything that improves
the functional performance of an individual with a disability (see Figure 3.3). Whereas this simple
definition (i.e., assistive technology is anything that helps) can be helpful when searching for solutions, it
can be very frustrating for administrators and third-party funders trying to discern the
assistive technology benefits of mainstream technologies (e.g., is a laptop computer an assistive
technology device for a student with an impairment that impacts
the production and legibility of handwriting?) (Emiliani, 2006).
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San
Diego, CA: Bridgepoint Education, Inc. This text is a Constellation™ course digital materials (CDM) title.
AT Devices allow disabled student to engage , play, communicate and learn more effectively in and out
of school
What influence has the Assistive Technology Act had on schools and students
with disabilities?
Let me share a research article authored by James Epps:
Eleven high school students with specific learning disabilities were presented a social studies
lesson using the optical character recognition software Kurzweil 3000. Over a two-week period
the students used the software to read the lesson material to them, while it highlighted the text.
The intervention was designed to assess the influence of the software on student achievement,
teacher perceptions toward the software, and student attitudes about the use of assistive
technology.
The results reflected an improvement in student achievement as well as an increase in their
attitudes about the use of the technology. Teacher perceptions also were positive regarding the
use of assistive technology (2007).
Students in this action research expressed satisfaction with using assistive technology to support
their learning. Enhanced performance was observed from pretest to posttest, which supports
the premise that the computer reading program (Kurzweil 3000) positively influenced student
achievement. Both teachers and students participating in the study reported strong feelings on
feedback surveys linking the use of the text reader to increased achievement. Overall, the use of
Kurzweil 3000 has tremendous potential, as one of many tools available to
educators, to improve learning for students with disabilities(2007).
Reference: Epps, J. (2007) The Influence of Assistive Technology on Students
with Learning Disabilities in the Inclusive Classroom: Valdosta State University,
Georgia
With regard to my position on fostering assistive technology in my classrooms(s),
and intention to provide full inclusion of students with disabilities in education,
employment, daily activities, and in communities; I feel it’s a must.
I believe that it is our duty as educators, citizens and or privileged
individuals to aid our neighbors, students, friends etc. in everyway
possible to have the same opportunities afforded to us. We have heard
this same mantra or similar refrain stated with respect to various
impediments and obstacles in our society – but it is very true.
A great thinker and educator once said: “You can’t lead the people if you
don’t love the people. You can’t save the people if you don’t serve the
people.”
A quote by Dr. Cornel West
By vent of our chosen profession – we are servants. We are our brothers keeper.
We can draw inspiration from others who didn’t let obstacles stop
them!
Star of the TLC show, “The Little Couple,” Arnold
is 3 feet 2 inches tall, a neonatologist and medical
director of the pediatric simulation center at Texas
Children’s Hospital in Houston. Her short stature is
caused by a rare form of skeletal dysplasia, which
affects about one in 100,000 people.
“No matter what your difference is, you can
achieve your goal,” she said. “Our hopes are
really important because they can become reality
when we try.” A quote from Dr. Arnold.Arnold said her parents encouraged her
to use her brain and rely less on her
body. “Getting a B was not acceptable in
my house,” she said. A cheerleader and
student body president in high school,
she went to the University of Miami
where she continued to be active and
involved as a student ambassador and
resident adviser.
On her first interview, she sat between a trauma surgeon and an internal
medicine doctor, who peppered her with questions about how she would
adapt to challenges of caring for patients. “With my step stool, I can do
anything,” said Arnold, who carries hand sanitizer wherever she goes
because sinks are often mounted too high.
Recognizing the Need for Assistive Technology
Over a lifetime, each of us will experience
situations in which we personally, or someone we
know, will encounter limitations due to aging,
disease, accident, or disability. These limitations
may affect the ability to perform basic life
functions such as hearing, seeing, self-care,
mobility, working, and/or learning. Whereas some
of us may be born with a disability or a disease
that requires us to overcome limitations
throughout our lives, others will need to learn how
to respond to challenges that arise from an
accident or from simply growing older (see Figure
3.1)(Edybum, 2013).
References
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse
learners achieve academic success. San Diego, CA:
Bridgepoint Education, Inc. , This text is a Constellation™ course digital
materials (CDM) title.
Prupas, A. (2011) There’s a Special App for that. Mind Mapping Apps For
Students with Disabilities.Retrieved:www.inov8-ed.com
Wiazowski, J. (2009). Chapter 12: Assistive technology for students who are
blind or have low vision. Assessing Students' Need for
Assistive Technology. Retrieved from
http://www.wati.org/content/supports/free/pdf/Ch12-Vision.pdf
Bausch, M.E., Mittler, J. E., Hasselbring, T. S., Cross, D.P. (2005) The
Assistive Technology Act of 2004. What Does It Mean? Source
Physical Disabilities:Education and Related Services, vol 23 n259-67. 9pp
Epps, J. (2007) The Influence of Assistive Technology on Students
with Learning Disabilities in the Inclusive Classroom: Valdosta State University, Georgia