Impacts of the tech act
- 1. IMPACTS OF THE TECH ACT Sherie Y Lake EDU 620 Professor Dusty Clark 11/24/2014
- 2. 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
- 3. ASSISTIVE TECHNOLOGY TAKES MANY FORMS.
- 4. 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
- 5. 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/
- 6. 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
- 7. 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. 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 Read more: http://www.businessdictionary.com/definition/mindmapping.html#ixzz3K3Gi0XHu
- 8. 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.
- 9. AT Devices allow disabled student to engage , play, communicate and learn more effectively in and out of school
- 10. 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
- 11. 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.
- 12. Potential Assistive Technology has helped us push pass - where there once were boundaries
- 13. Unleash your potential with Assistive Technology
- 15. Innovation – Technology – Creativity – New Abilities – Tearing Down Boundaries Yes we can!
- 16. 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.
- 17. My aim and desire is to hold to the ISTE Standards for teachers
- 18. 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).
- 19. We are all differently abled
- 21. References 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 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