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Technology serves as an important part in the area of
education. People use technology to decrease the amount of time it takes to
complete a task. Some like to buy items needed on the internet rather than
drive to the store, making it more convenient. There are several types of
assistive technology devices that can benefits children within special
education and typical developing students.
Students with mild disabilities, such
as a speech impairment, typically have adequate cognitive abilities. These
students mainly have some type of impairment that affects their education, but
can function in the regular education environment. Some students may only
receive special education service twice weekly for thirty minutes. These
students may struggle in reading or math and may need an extra boost in the
classroom or reinforcement. A student with a language impairment might benefit
from the use of playing an online game for “WH questions.” (Virtual Speech
Center, 2013). There are many online websites that have interactive games.
Quia, an interactive website, is used for many reasons. Some colleges use it
for their Spanish classes. A student with an articulation disorder can use an iPad.
This hardware not only allows downloading different applications, but also
allows the student to use the built camera. The camera gives these students a
chance to see their oral motor movements to improve speech production (Quia,
2011).
Students with moderate to severe
disabilities usually have significant educational impairments. These
impairments can range from being able to communicate but not able to read to
the inability to express wants and needs and nonverbal. Since there are a
limited number of teachers, these students can benefit from online websites. A
student with the complete inability to read but has some comprehension skill
might benefit from YouTube. The student could watch a story and answer
questions rather than read a story (YouTube, 2012). A severe student might use
hardware such as, a picture exchange system (PECS). Working with the resource
teacher, the children might be able to have some communication through the use
of the PECS (Picture Exchange, 2011).
Some students suffer from physical
disabilities. It might be a very mild impairment, but these students will
typically receive some type of therapy such as physical therapy. Using a
software program such as a Wii can be helpful for this type of student (Mickey,
2012). It gives a chance for the student to use their motor skills in a
competitive way. The student might also use hardware such as a joystick on a
wheel chair to maneuver around the classroom. The joystick allows the children
to use minimal movement of extremities to move around in an area (Roblyer &
Doering, 2012).
There are many children in schools
with sensory disabilities. Some of the children have visual impairments. When a
child is unable to use their full vision in the classroom, they may require
outside help to reach their full potential. A student with partial blindness
might use software such as a screen reader. This is a program that reads aloud
information from the presented screen (Roblyer & Doering, 2012). Depending
on the severity of the visual impairment, teachers might have to use Microsoft
word to blow up the font for the student. The student can use hardware such as
a braille machine to create their assignments. This allows the student to put
down their pencil and use the machine to produce their classwork (Roblyer &
Doering, 2012).
Teachers work together to identify
students that are at-risk to prevent them for being referred for special
education. Resource teachers can use software programs such as Earobics to
reinforce skills from the classroom on a computer program. This program allows
for students to start out at a low level and work their way up (Earobics, 2007).
These students might also benefit from the use of an FM system. This is a
pocket device that is worn by the student and the teacher wears a microphone.
This helps to reduce the noise ratio in the classroom to improve listening and
decrease distractions (Assistive Listening Devices, 2004).
Student with gifted and talented abilities can benefit
from many websites. Wikispaces is a site allows students to use their abilities
to create an online interactive website (Differentiating Instruction for Gifted
and Talented Students, 2013). These students have the capability of leaving the
typical classroom and advance within the curriculum. Some may also be able to
use the hardware of Robotics to bring to life the information they have learned
in the classroom (Science Project, 2013).
References
Assistive
listening devices. (2004). Retrieved from http://www.raisingdeafkids.org/help/tech/ald/
Differentiating
instruction for gifted and talented students. (2013). Retrieved from
http://burow5a01.wikispaces.com/Differentiating+Instruction+for+Gifted+and+Talented+Students
Earobics.
(2007). Retrieved from http://www.earobics.com/
Mickey, L.
(2012). Physical therapist turn to wii golf. New York Times. Retrieved from
http://www.nytimes.com/2012/09/09/health/physical-therapists-use-wii-golf-to-treat-patients.html?_r=0
Picture
exchange communication system. (2011). Retrieved from http://autismspectrum.illinoisstate.edu/resources/factsheets/pictureexchange.shtml
Quia.
(2011). Retrieved from http://www.quia.com/pages/havefun.html
Roblyer, M.D. & Doering, A.H.
(2012). Integrating educational technology into teaching. 6th edition.
Columbus, Ohio: Merrill Prentice Hall.
Science
projects. (2013). Retrieved from
http://www.sciencekids.co.nz/projects/makearobot.html
Virtual speech
center. (2013). Retrieved from http://www.virtualspeechcenter.com/Resources/wh_questions_app.aspx
YouTube. (2012).
Brown Bear, Brown Bear, What do you see? Retrieved from http://www.youtube.com/watch?v=ek7j3huAApc
