3.+Assistive+Tech

**__ Assistive Technology__ **
Assistive Technology (AT) is more than just a button that you press to open a handicap door. Assistive technologies include: assistive devices, adaptive devices, rehabilitative devices, and anything else that allow a person to do a given task easier, or more efficiently. While AT is commonly thought to apply only to those with special needs, may devices that normally-abled people use to make their lives easier can also be considered assistive, such as as spell-checker, or a food processor. For the purposes of this wiki, however, we will focus on ATs that aid those with special needs.

=__**The importance of the teacher’s knowledge about Assistive Technology:**__= According to this cycle’s “Perspectives and Resources” section, the several Federal laws that address the issue of Assistive Technology can be summarized as follows: Assistive Technology **must be considered** in the Individual Education Plan (IEP) of all learners with special needs. This means that if the members of the IEP committee are not familiar with a AT device that can help a student with special needs in his/her learning, they are not obligated to provide such a device to the student. If the class teacher knows about such device, she/he can inform the members of the committee about it and as a result the committee members will have to consider providing the necessary/suggested ATs to the student. Hence, it is important for teachers to know about ATs, ways to get more information about ATs, and new applications for current ATs, so that they may make more informed decisions regarding the education of their students. Teachers should also be aware that the implementation of a desired AT is not guaranteed, despite any convincing evidence they may have that an AT would benefit a student's learning, because the law says that ATs must only be **considered**, not necessarily implemented. It is also worth noting that "special needs" may be identified, or addressed, differently in each educational institution, and teachers should become familiar with the definition within each unique environment.

OF AT || OTHER USE ||
 * DISABILITY || PROBLEMS THESE CHILDREN MAY FACE || ASSISTIVE TECHNOLOGY || CHARACTERISTICS
 * **Autism** || Sensory Overload, Can't Focus on one thing, can't communicate their frustrations, difficulty with the mouse or keyboard || 1. OrbiTouch keyboard

2. Switches || * It only has two "keys" which require less finger and hand motions than the traditional keyboards. can be used to type by matching color schemes from the two "keys." Commands are done by moving these two "keys" forward, backwards, diagonally, and to the sides. ear-piece or headphone which amplifies the sound and reduces background noise. ||  || ear-piece or headphone which amplifies the sound and reduces background noise. Therefore the student won't have to worry about reading the slides or words, but has this extra help. ||  || It can also be a software on a computer which can work the same way. || Can be used by Foreign Language learners ||
 * When combined with scanning technology, these switches give individuals access to the computer and different programs or sites on that computer by highlighting choices across the computer screen. When the correct choice is highlighted, the individual then clicks the switch. The scanning software can be set for speed and time or visual cues. ||  ||
 * **Visual disability** || Unable to read small print, unable to see print at all, inability to see colors || Quick Scanning Pen || Scans words and speak them ||  ||
 * ||  || Knfb Reader || Technology that scans and reads printed material to the blind is nothing new, but this personal reader is the first truly handheld device to do the job.  ||   ||
 * ||  || Voice Input/ Voice Output Software || * The text-to-speech where what is written on the screen is translated to auditory output for the vision-impaired
 * Speech-to-text is another application, where what is spoken into a microphone is analyzed and translated into written text. ||  ||
 * ||  || Internet Browser || Provides students with the ability to customize their browser to their specific vision needs. Also provides a basis for neutral text presentation. ||   ||
 * ||  || Braille || Provides visually disabled students with the ability to read text via touch. ||   ||
 * **Hearing Impairment** || Not able to hear the teacher, Can't hear quiet sounds, may be so focused on what is being said, they miss the content || FM transmitter || Allows teacher to speak into a wireless microphone and the student has an
 * ||  || Cochlear Implants || Allows hard of hearing students to perceive auditory stimuli. ||   ||
 * ||  || Vibrating Alarm Clocks || Works as a regular alarm, but instead of ringing is vibrating. ||   ||
 * ||  || Subtitles/Closed Captioning || Allows hard of hearing students to follow auditory information via word-for-word transcripts, and/or descriptions of auditory events. ||   ||
 * ||  || Real time speech recognition || These devices, compared with a software on a computer, captures the voice of the speaker and in seconds translate it in video sign-language and in text. ||   ||
 * ||  || MP3/iPod Players || Provide an opportunity for students to listen to books and textbooks rather than read. This would be helpful for students who are blind and also for students who suffer from other disabilities such as dyslexia. || Music could be used as a distraction from distractions. Music could also be used as a tool to help calm students with anger or other emotional issues ||
 * ||  || Vibrating Alarm Clocks || Vibrating Alarm Clocks are frequently used by the hard of hearing, as they would find little use for an auditory-based notification system. This can help with transitioning and time-management for students with hearing difficulties. ||   ||
 * **Inability to use hands** || Difficulty writing, difficulty typing || Voice Input || Enables writing without keyboarding || Can help people who type slow ||
 * ||  || Dragon Naturally Speaking || This software provides true continuous speech recognition and converts natural speech in text. || Can help people who type slow ||
 * ||  || Brain-Computer Interfacing || * For those unable to move their limbs naturally, for a variety of reasons, technology is being developed that can be used to allow an electronic interface. An excellent introductory article can be found here: []. ||   ||
 * **Wheel chair user** || Difficulty moving around the classroom, difficulty getting into and out of the doors || Electronic Doors || The switch button can help the student activate the door so that they can get around easier without help from other students. ||  ||
 * ||  || Classroom Arrangement || It's important to arrange the classroom in a manner that eases the movement of the student in a wheelchair. This means leaving appropriate spacing between the desks, the boards, and anything else that may be in the path of the students. ||   ||
 * ||  || Desk Size || The teacher needs to be able to locate the proper desk so that the student in the wheelchair can easily get into the desk and sit comforably at the desk. ||   ||
 * **Learning Disabilities** || letter recognition, word recognition, memory issues || FM transmitter || Allows teacher to speak into a wireless microphone and the student has an
 * **Learning Disabilities** || letter recognition, word recognition, memory issues || FM transmitter || Allows teacher to speak into a wireless microphone and the student has an
 * ||  || Print-outs || Simply giving the studen printouts of what the lesson is about will help with them remembering the lesson as well as be able to take more time to go through the lesson. ||   ||
 * ||  || Voice- Input software || Allows the student to speak into a microphone and their speech is translated into text on the computer. This will help alleviate some of the issues typiing since the student has issues recognizing letters and words. ||   ||
 * **Non native English speaker** || inability to understand what's going on in the classroom because they don't understand english, difficulty reading anything, falling behind content-wise || Electronic Dictionaries || It can be an electronic device with a small keyboard which enables word inputs and translation of these words from one language to another. Most of them give the option of voice translation also.
 * ||  || Quicklink Scanning Pen || It can scan words, translate and speak them. || Can be used by Foreign Language learners ||
 * **Other Assistive Technologies** ||  || Clickers || When programmed correctly by the teacher these can provide an anonymous setting for students to share their opinions, or to be tested on prior knowledge, without embarrassing or emotionally threatening the student in any way. ||   ||