Assistive Technology in the Classroom:Enhancing the School Experiencesof Students with Disabilities - Amy Dell - 9780131390409 - Education - Special Education - Pearson Schweiz AG - Der Fachverlag fuer Bildungsmedien - 978-0-1313-9040-9

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Assistive Technology in the Classroom:Enhancing the School Experiencesof Students with Disabilities

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Titel:   Assistive Technology in the Classroom:Enhancing the School Experiencesof Students with Disabilities
Reihe:   Allyn & Bacon
Autor:   Amy G. Dell / Deborah Newton / Jerry G Petroff
Verlag:   Pearson
Einband:   Softcover
Auflage:   2
Sprache:   Englisch
Seiten:   384
Erschienen:   November 2011
ISBN13:   9780131390409
ISBN10:   0-13-139040-6
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Assistive Technology in the Classroom:Enhancing the School Experiencesof Students with Disabilities

Description

For students taking courses in assistive technology and technology in special education.

 

A current look at the most effective uses of assistive technology for students with disabilities that emphasizes the link between technology and learning.

 

This updated text focuses on the use of assistive technology to increase the independence and participation of students with disabilities in schools by providing them with access to the curriculum.  With an emphasis on both the relationship between assistive technology and learning and on how assistive technology can be integrated into the curriculum, this text assesses the school-related tasks that students with special needs must perform in order to be successful. Additionally, this text provides descriptions of technology-based solutions, presenting these obstacles in clear, engaging prose. Instead of approaching this topic through disability categories, this book recognizes that each child is unique and that there are multiple factors to examine before choosing technology tools for each student. Throughout the book, assistive technology tools are not discussed in isolation - the context for technology use is always the classroom, the teaching-learning process, and its impact on students with disabilities. 


Features

Features

 

·        An emphasis on the integration of assistive technology into the curriculum and on the link between technology, teaching and learning helps inservice and preservice teachers understand how they can use assistive technology to best benefit their students.

 

·        The inclusion of User Profiles and Program Profiles, which are concise summaries of how assistive technology tools have transformed students' school experience and teachers' classrooms, changes the emphasis from the technology itself to the potential impact technology has on students and teachers.

 

·        A deliberate effort not to organize the text around disability categories allows students to understand that there are multiple factors involved in selecting appropriate technology tools for students with disabilities, and it is an over simplification to base selection decisions simply on a child's diagnosis. 

 

·        A detailed section on Providing Access to Computers, which includes chapters on Using What You Have, Assistive Technology for Computer Access and Integrating Augmentative Communication in the Classroom, addresses the special needs of students who have physical disabilities, sensory impairments, multiple disabilities, and autism. 

 

·        A discussion of key concepts in technology including Universal Design and the low-tech to high-tech continuum ensures that students are familiar with these critical current concepts in the field of instructional and assistive technology. 

 

·        The “Making It Happen” section addresses Implementation of Assistive Technology in P-12 Schools and Implementation of Assistive Technology in College and provides readers with specific recommendations for closing the gap between theory and practice.

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New to this Edition

New To This Edition

 

·        A chapter on Universal Design for Learning and Differentiated Instruction (Chapter 4) allow students to learn about best practices for using technology to include students with disabilities in general education classes.

 

·        An updated and expanded chapter on using computers and the internet to teach math to students with disabilities (Chapter 5) teaches readers how to use technology to provide access to math activities for students who are blind or have physical disabilities.

 

·        New information on captioning of films and videos for students who are deaf or hard-of-hearing instructs readers on how to make films and videos accessible to students who are deaf or hard-of-hearing

 

·        Current information on all technology tools, including software, Web-based activities, Website addresses, has been updated to reflect current products and trends, allowing students to find and use every technology resource included in the text.

 

·        New material on providing books in alternate formats to students with print disabilities, including the new requirement in the 2004 IDEA to provide all students with Accessible Instructional Materials.

 

·        Accessibility features in Windows 7 and Mac OS 10.6 have been added so that students are familiar with the most current and popular operating systems in use.

 

·        Sample IEP goals added to Chapters 2-6 and 10-12 provide students with the ability to integrate assistive technology into IEPs.

 

·        Web resources at the end of each chapter give students an easy way to find information and further their knowledge about all products and online resources that relate to each topic covered.

 

·        Suggested Activities at the end of each chapter give instructors further supplementary guidance that can be used as insightful activities in the classroom or as out-of-class assignments.

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Table of Contents

PART I:  Benefits of Computer Use in Special Education

Chapter 1:  Introduction to Assistive Technology

            Focus Questions

Introduction

What Is Assistive Technology?

The Legal Basis for Assistive Technology

            Individuals with Disabilities Education Improvement Act of 2004

            Section 504 of the Rehabilitation Act of 1973

            Americans with Disabilities Act (ADA)

Brief History of Assistive Technology

Assistive Technology Decision-Making Process

Universal Design

Universal Design for Learning

A Note on Language

Conclusion

Chapter 2:  Assistive Technology to Support Writing

            Focus Questions

The Context-Process Writing

Problems Students with Disabilities Have with Writing

Technology Tools That Support the Writing Process

            Pre-Writing:  Graphic Organizers

            Drafting

            Editing

            Reviewing

            Sharing or Publishing

Technology Tools that Support Notetaking

            Portable Word Processors

            Portable Braille Notetakers

            Notetaking Services for Deaf/Hard of Hearing Students

            Capturing Devices

Technology Alone Will Not Improve Students' Writing

            Instruction on Technology Tools for Writing

            Putting It All Together

Chapter 3:  Assistive Technology to Support Reading

Focus Questions

Introduction

What We Know About Teaching Children to Read:  Evidenced-Based Strategies

            Findings of the National Reading Panel:  Topic Areas

Reading Problems in Students with Disabilities

How Technology Can Address These Problems

            Learning to Read:  Computer as a Remediation Tool

            Reading to Learn:  Computer as a Compensation Tool

            Technology Tools to Access Alternate Formats

Decision-Making:  Instructional Tool or Compensatory Tool?

 

Chapter 4: Technology to Support Universal Design for Learning (UDL)

and Differentiated Instruction

Focus Questions

Introduction

UDL Principle 1: Multiple Means of Representation

            Provide Multiple Means of Representation

            What Multiple Means of Representation Looks Like in a Classroom

UDL Principle 2: Multiple Means of Action and Expression

            Provide Multiple Means of Action and Expression

            What Multiple Means of Action and Expression Look Like in the Classroom

UDL Principle 3: Multiple Means of Engagement

            Provide Multiple Means of Engagement

            What Multiple Means of Engagement Looks Like in a Classroom

Web Accessibility

Chapter 5: Computers and the Internet for Teaching Math

Focus Questions

Introduction

Addressing the Needs of Students with Disabilities

Features of Technology-Based Learning Activities

Selecting Activities: Focus on Math

            Automaticity and Fluency

            Visual-Spatial or Motor Control Difficulties

            Math Concepts, Skills, and Problem Solving

            Software for Math Skills, Concepts and Problem Solving

            Authoring Software

Chapter 6: Assistive Technology to Enhance Communication

Focus Questions

Introduction

The Importance of Communication-Part 1

            Problems Students Who Are Deaf or Hard of Hearing Have with Communication

            Problems Resulting from Communication Problems

Technology Tools That Address Communication Problems for Students Who Are Deaf/Hard of Hearing

            Hearing Lectures with Assistive Listening Devices

            Types of Assistive Listening Devices

            Interacting with Teachers and Peers Outside Class

The Importance of Communication-Part 2     

            Problems Students with Physical Disabilities or Autism Have with Communication

            Problems Resulting from Communication Problems

Technology Tools That Address Communication Problems for Students Who Cannot Speak: Augmentative Communication

 

PART II:  Access to Computers

Chapter 7:  Providing Access to Computers:  Using What You Have

Focus Questions

Introduction

Universal Design

            Flexibility in Use

Accessibility Features for Users with Disabilities

            Keyboard Modifications and Mouse Control

            Modifications for Students with Sensory Impairments

Chapter 8: Assistive Technology for Computer Access

Focus Questions

Introduction

Low-Tech Adaptations for Computer Use

            Keyboard Labels

            Selecting/Pointing Devices

            Keyguards

            Moisture Guards

Alternate Input Devices

            Mouse Alternative

            Keyboard Shortcuts

            Trackballs

            Joysticks

            Touch Screens

            Head Pointing Systems

            Eye Gaze Systems

Alternate Input: Alternative Keyboards

            Expanded Keyboards

            Mini-Keyboards

            One-Handed Keyboards

            On-Screen Keyboards

            Customizable Keyboards

            Single Switches for Scanning and Morse Code

            Speech Recognition.

Alternate Output Options

            Screen Magnification

            Screen Readers

            Refreshable Braille

            Braille Embossers

Chapter 9:  Issues in Selection of Access Method(s)

Focus Questions

Introduction

Consideration of Assistive Technology During IEP Development

Hallmarks of Exemplary Assistive Technology Decision-Making and Assessment

            Use of a Team Approach in Assistive Technology Assessment

            Focus on Student Needs and Abilities

            Examination of Tasks to Be Completed

            Consideration of Relevant Environmental Issues.

            Trial Use of Assistive Technology

            Providing Necessary Supports

            Viewing Assessment as an Ongoing Process

Resources to Guide Assistive Technology Consideration and Assessment

            Quality Indicators for Assessment of Assistive Technology Needs

            Education Tech Points for Assistive Technology Planning

            SETT Framework

Summary

Suggested Activities

 

PART III:  Augmentative Communication

Chapter 10:  Selecting and Designing a Student's Augmentative Communication System

Focus Questions

Introduction

Considerations in System Selection and Design

            Myths and Realities

            Who Should Assess?  Collaborative Team Assessment Approach

            How Should the Team Assess?  Features of the Collaborative Assessment Process

            Features of the Process of Selecting AAC Systems

            What Components Must Be Identified?  Symbols, Vocabulary and Access Method

Evaluating the Efficiency and Effectiveness of a Student's Augmentative Communication System

Conclusion

Chapter 11:  AT Approaches to Teaching Early Communication and Literacy

Focus Questions

Introduction

What Is Communication?

How Do Communication and Language Develop?

            What Factors Promote Communication and Language Development?

Problems Students with Disabilities Have with Early Communication Development

Technology Tools That Support Early Communication Development

            Types of Switches to Promote Early Communication

            Determining the Use of Switches for Early Communication

            Examples of Switch Technology for Early Communication in the Classroom

Emergent-Conventional Literacy

Chapter 12: Integrating Augmentative Communication in the Classroom, Home, and Community

Focus Questions

Introduction

Supportive Environments for Augmentative Communication Users: The Teacher's Role

            Curriculum Issues

            Ongoing Skill Development in Communication

            Importance of Selecting Appropriate Vocabulary

            Use of Peers as Communication Facilitators

            Other Strategies

            Need for Teacher Training

            Not Everything Is High-Tech

Infusing Communication Development Within the IEP

Transition from School to School and Teacher to Teacher

Home and Community Use

            Using Augmentative Communication in the Community

 

PART IV:  Making It Happen

Chapter 13: Implementation of Assistive Technology in Schools

Focus Questions

Introduction

Legal Basis for Assistive Technology

Integrating Assistive Technology into the IEP

            Specially Designed Instruction

            Supplementary Aids and Services, and Related Services

Critical Issues in Assistive Technology Implementation

            The Digital Divide

            Culture

            Assistive Technology Consideration Misunderstood

            Educational Professionals' Lack of Knowledge and Skills

            Information Technology Policies

            Funding

            Implementing Assistive Technology Recommendations

 

Chapter 14: Implementation of Assistive Technology in Transition Planning

Focus Questions

Preparation for Transition from High School to College

            Problems Students with Disabilities Face in College

            Typical Accommodations at College That Meet These Needs

            There Are No IEPs in College

            Reasonable Accommodations

            Procedures for Obtaining Assistive Technology in College

            Legal and Procedural Differences Between ADA and IDEA

Importance of Transition Planning in High School

            Assistive Technology Skills

            Self-Advocacy skills

Assistive Technology for Transition from High School to Home, Workplace, and Community

Technology to Teach Functional Skills

            Instructional Software to Teach Functional Skills

            Authoring Computer-Based Activities to Teach Functional Skills

            Technology to Provide Visual Supports

            Computer-Generated and Video-Based Social Stories

            Simple Technology for Self-Care and Leisure Activities

Planning for Transition to Home, Workplace, and Community

Index

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Back Cover

The second edition of Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities,  clearly understands and addresses two of the most important aspects of assistive technology: that classroom technology changes rapidly, and that individual students with disabilities require personalized solutions when it comes to successfully completing daily, school-related tasks. With the first aspect in mind, the authors of this contemporary and engaging text have created a companion website that will keep students and instructors up to date with the most current advancements in assistive technology, research, website links, and other resources. With the second aspect in mind, the authors have approached assistive technology with a focus on finding assistive technology tools that speak to individual students, not disability categories.

 

This text also comes filled with learning tools to help readers process and retain what they are learning effectively: each chapter begins with a set of Focus Questions to guide the reader, and concludes with a bulleted summary, a list of related Websites, and Suggested Activities for use in the classroom or as out-of-class assignments.

 

New to This Edition:

·        A chapter on Universal Design for Learning and Differentiated Instruction (Chapter 4) allow students to learn about best practices for using technology to include students with disabilities in general education classes.

 

·        An updated and expanded chapter on using computers and the internet to teach math to students with disabilities (Chapter 5) teaches readers how to use technology to provide access to math activities for students who are blind or have physical disabilities.

 

·        New information on captioning of films and videos for students who are deaf or hard-of-hearing instructs readers on how to make films and videos accessible to students who are deaf or hard-of-hearing

 

·        Current information on all technology tools, including software, Web-based activities, Website addresses, has been updated to reflect current products and trends, allowing students to find and use every technology resource included in the text.

 

·        New material on providing books in alternate formats to students with print disabilities, including the new requirement in the 2004 IDEA to provide all students with Accessible Instructional Materials.

 

·        Accessibility features in Windows 7 and Mac OS 10.6 have been added so that students are familiar with the most current and popular operating systems in use.

 

·        Sample IEP goals added to Chapters 2-6 and 10-12 provide students with the ability to integrate assistive technology into IEPs.

 

·        Web resources at the end of each chapter give students an easy way to find information and further their knowledge about all products and online resources that relate to each topic covered.

 

·        Suggested Activities at the end of each chapter give instructors further supplementary guidance that can be used as insightful activities in the classroom or as out-of-class assignments.

Zum Seitenanfang