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Assistive Technology Tools

Assistive Technology Tools. WHAT ARE THEY? HOW ARE THEY USED IN THE CLASSROOM? WHAT ARE THE POSSIBLE GAINS AND DRAWBACKS FOR THE CLASSROOM?. ASSISTIVE TECHNOLOGY FOR THE VISUALLY IMPAIRED. SCREEN READER CLOSE CIRCUIT MAGNIFICATION BRAILLE TRANSLATION. WHAT IS A SCREEN READER?.

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Assistive Technology Tools

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  1. Assistive Technology Tools WHAT ARE THEY? HOW ARE THEY USED IN THE CLASSROOM? WHAT ARE THE POSSIBLE GAINS AND DRAWBACKS FOR THE CLASSROOM?

  2. ASSISTIVE TECHNOLOGY FOR THE VISUALLY IMPAIRED SCREEN READER CLOSE CIRCUIT MAGNIFICATION BRAILLE TRANSLATION

  3. WHAT IS A SCREEN READER? A screen reader combines sounds and pictures to explain what is on a computer to a visually impaired individual . IN THE CLASSROOM HOW CAN IT HELP? Students who would normally not be able to read the boards or literature would be able to hear it so they would be getting the same information. A student who visually fatigues or is unable to read can listen to the lesson. Adapted workspace and sound. Students will need to be near an outlet and other students may be distracted by the sound from the program. POTENTIAL DRAWBACKS

  4. CLOSE CIRCUIT MAGNIFICATION Close circuit magnification is when a camera projects on an item in a platform or from a handheld device and magnifies it on a screen. IN THE CLASSROOM Some magnifiers have the capability to view the blackboard or materials posted throughout the classroom. A student would be able to see what the others in his classroom are seeing. HOW CAN IT HELP? Many devices offer instant access and magnification adjustment according to individual needs. POTENTIAL DRAWBACKS The large the magnification, the smaller the viewing area. Also, devices usually require a larger workstation than a standard desk so students can feel isolated from their peers.

  5. BRAILLE TRANSLATION Braille translation happens when a software program transmits a script into a braille embosser which prints out the information in braille to a visually impaired student. IN THE CLASSROOM Printing out the stories the other children in the class are reading, in braille, will enable a student to get the practice of active reading which is not the same as listening. HOW CAN IT HELP? A student with the portable text will be able to manipulate it and go back and reread it. They will also have the same print information as those with sight in their classroom. POTENTIAL DRAWBACKS With a translator, the information is not immediately available, and many teachers will not know braille well enough to support the students literacy needs.

  6. ASSISTIVE TECHNOLGY FOR THE MENTALLY AND PHYSICALLY CHALLENGED ADAPTIVE KEYBOARD ADAPTIVE STUDENT DESKS ALTERNATE COMMUNICATION DEVICES

  7. ADAPTIVE KEYBOARD HOW CAN IT HELP? An adaptive keyboard alphabetizes the keys. It reduces the strain on the user by letting them focus on the task instead of the keys. IN THE CLASSROOM POTENTIAL DRAWBACKS Provides access to computers and other devices which would normally be unreachable. A student can participate in the same lesson which is modified to fit their needs. Students run the risk of becoming dependent on the technology. If the keyboard stops working or is no longer appropriate for their grade level, it becomes difficult to move to a different keyboard.

  8. ADAPTIVE STUDENT DESKS HOW CAN IT HELP? A desk can be adapted to individual student needs. IN THE CLASSROOM Desks for students with neurological impairments that are adjusted to the needs of the student. A student who cant see well can have is work closer. A student with a wheelchair can have his chair fit under the desk. POTENTIAL DRAWBACKS Growth is continuous through school. Desks would need to be adjustable or an incredible expense if they had to be repurchased regularly.

  9. ALTERNATE COMMUNICATION DEVICES Devices that enable students with disabilities such as Down’s Syndrome and Autism to communicate more easily. HOW CAN IT HELP? Students who have a difficult time communicating will have a much easier way to let their teacher and peers know what they are thinking or trying to say. IN THE CLASSROOM POTENTIAL DRAWBACK In order to make sure all children can be a part of the conversation, an alternate communication device can be used so a student does not feel left out. It can speak for the student. An obvious drawback with an alternative device is standing out in the classroom. Students want to fit in and feel like they are doing what everyone else is doing.

  10. ASSISTIVE FOR DEAF AND THE HARD OF HEARING PERSONAL AMPLIFICATION DEVICE AUDIO VISUAL COMMUNICATION DEVICES VOICE TO TEXT TRANSLATION

  11. PERSONAL AMPLIFICATION DEVICE HOW CAN IT HELP? Students who are hard of hearing will be able to listen to what is going on around them and be more engaging with the lesson. A device that amplifies that sounds near the user for individuals who are deaf or hard of hearing. POTENTIAL USE IN THE CLASSROOM POTENTIAL DRAWBACK Since students with only some hearing loss can miss verbal cues and subtleties, sometimes these students seem like they aren’t listening or are misbehaving. An amplifier can help with student behavior in the classroom. Teachers will need to rely on their student to let them know if a device is working properly. Also, there is the concern of batteries failing and background noise interference depending on the quality of the device.

  12. HOW CAN IT HELP? AUDIO VISUAL COMMUNICATION DEVICES Can be used in a classroom so that students who can read lips have a better view of the teacher and her mouth in order to lip read. HOW CAN IT BE USED IN THE CLASSROOM? A device that shows closer views of mouth movement to individual who are deaf or hard of hearing to help with understanding. While some students have to be placed in the front row in order to see the board, students all over the classroom will benefit from being able to see the teacher more closely. It can also be used to zoom in on graphs, diagrams and tables to point out things more closely. POTENTIAL DRAWBACK A potential drawback when it comes to this and most technology, is becoming reliant on something dependent on electricity and a teacher who knows how to use the equipment. Training and reliability are required.

  13. VOICE TO TEXT TRANSLATION HOW DOES IT HELP? A software device that converts spoken words into readable text on a screen. CLASSROOM POSSIBILITIES Could help a student whose oral language is better than his writing skills. Voice to text helps deaf or hard of hearing students see visually on a screen what has been said. POTENTIAL DRAWBACKS Voice to text can be slow and inaccurate. Proofreading and punctuation are often necessary. Users also feel like they have to speak loudly in order to make the software work.

  14. Assistive tools are used to help students with disabilities perform everyday tasks in the classroom. It is important for schools to not only provide them, but to train their teachers to be positive about these tools and adequately prepared to use them. RESOURCES http://www.youtube.com/watch?v=HXchQnJ6PoEhttp://www.learnnc.org/lp/editions/every-learner/6776http://en.wikipedia.org/http://www.greatschools.org/special-education/assistive-technology/963-speech-recognition-software-programs.gshttp://www.audiologycentre.com/child_faq_managementhttp://www.ncbi.nlm.nih.gov/pubmed/15771212

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