Assistive Technology

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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