Pros and Cons Assistive Technologies in the Context of Work

 

Describe the vocational activities and related skills that can be aided by assistive technologies Assistive technology certainly includes computers, but it also refers to a number of other types of accommodations and adaptations which enable individuals with disabilities to function more independently. Computers are an important type of assistive technology because they open up so many exciting possibilities for writing, speaking, finding information, or controlling an individual’s environment. But computers are not the only avenues to solving problems through technology. There are many low tech (and low cost) solutions for problems that disabilities pose. Examples of inexpensive, low tech solutions include wrist splints, clip boards for holding papers steady, or Velcro tabs to keep positioning pads in place.

Describe the influence of the physical, social, cultural, and institutional contexts on the use of assistive technologies in the workplace

There are four main components to the context. The milieu/environment includes: physical, social, cultural and institutional.  The physical context require examining the environment associated with the individual using assistive technology and confirming the technology is appropriate for their particular setting. The social component includes the people interacting with the individual with Special Needs (milieu). These people can be family, friends, teachers, and therapist(s) etc. who play an essential role in the individual’s life. These individuals are involved in the decisions-making process related to most appropriate assistive Technology. The cultural context consists of the individual’s family, heritage and relationships. These aspects need to be considered with choosing assistive technology because the individual’s views must align with the assistive Technology. The fourth component is the institutional context. The institutional context considers the individuals who make the laws and policies related to making the environment more inclusive for those with Special Needs.

Understand the role of the assistive technology practitioner in addressing the vocational goals of the person with a disability

Accessibility to individuals who have physical or cognitive difficulties, impairments, and disabilities. When selecting assistive technology products, it is crucial to find products that are compatible with the computer operating system and programs on the particular computer being used. Below are descriptions of the various types of assistive technology products that are currently available on the market today. You may also want to use a tool to identify the right type of assistive technology that might be useful.

Understand the unique attributes of the assessment and implementation of assistive technologies in the vocational setting

List the major assistive technologies that are used in vocational setting

Assistive technology means any device which helps an individual with an impairment to perform tasks of daily living. There is a wide range of types of devices in assistive technology from low tech, homemade aids to computers and sophisticated electronic equipment. Assistive technology is one of the services which can be provided in a special education program under the Individuals with Disabilities Education Act (IDEA). The requirements of IDEA say that students who need assistive technology are entitled to the aids and devices and the assistive technology services (e.g., evaluation for assistive technology and modification and maintenance of equipment) that are necessary for the student to benefit from a free, appropriate public education (FAPE).

Describe strategies for implementing assistive technologies in the workplace

Once the IEP team determines that AT is necessary, many schools develop written plans or adopt or adapt existing forms, such as the one below. The development of these plans should include those who will be most directly involved in the actual implementation of the AT, such as the students’ teacher(s). This team, usually including a sub-group of the IEP team, is often called an Implementation Team or an Assistive Technology Team. The team develops a plan to help guide AT implementation and to ensure that activities related to AT are completed. These plans include information about:

•Who is the contact person for coordinating efforts?

•Who is on the Implementation Team and what their roles are

•What AT devices and services will be used

•How AT will be used across home, school, and community environments

•How the student, teachers, and parents will be trained on AT

•How AT will be monitored and evaluated

Identify outcome measures that are useful to evaluate the outcome of assistive technology intervention in the workplace

The definition of “assistive technology service” clearly states that evaluations include assessing the individual’s need for and potential to benefit from assistive technology. The IEP team must assess “the student’s functional capabilities and whether they may be increased, maintained, or improved through the use of (AT) devices or services.”

Evaluate:

 Each strategy, modification, or device should be evaluated separately, nothing the following:

􀂃 Specific description of the strategy, modification, or device.

􀂃 Time period utilized, noting any breaks in service that may have affected the outcome.

􀂃 Purpose and anticipated result or outcome.

􀂃 Actual result or outcome.

􀂃 Specific description of what worked and what did not work.

Ask: For those approaches that did not work, ask:

􀂃 Was this ineffective due to procedures that were used to implement the approach or use the device?

􀂃 Was the device itself ineffective?

􀂃 Was the approach or device inappropriate for this individual student?

States are required to include children with disabilities, with accommodations when necessary, in state and district-wide assessment programs. For children who cannot participate in regular assessments, states must develop alternate assessments. According to the U.S. Department of Education, not all students with disabilities must participate in assessments, but the decision as to which students will not participate must be made by each individual student’s IEP team. The IEP must include a statement of why the student will not participate in the assessment and also indicate the alternate methods by which the student will be assessed.

 

Reflection Assistive Technologies in the Context of Work

Under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), local education agencies are responsible for providing AT to students with disabilities who could benefit from such accommodations. Once students finish school, the school district has the right to expect any AT devices that it lent to be returned. However, in some circumstances, an arrangement can be made between a school system and an existing student so that the student can keep the equipment. For example, if the AT is outdated by the district's standards, or if it has been customized specifically for an individual, the district may agree to sell the equipment at fair market rate. Even though this will require the student or an outside agency to spend money, the equipment can usually be acquired at a much lower price than if purchased new.

 Although IDEA covers AT in the K-12 environment, legislation guiding accommodations in the workplace are not as prescriptive. The 1990 Americans with Disabilities Act (ADA) requires employers with 15 or more employees to provide "reasonable accommodations" to help employees that self-identify as having a disability perform the essential functions of their job so long as providing the accommodation does not pose an "undue hardship" to the employer. An undue hardship may relate to the expense or challenges involved with implementing the device into the existing infrastructure at work.

 It is the responsibility of the individual to disclose his or her disability to an employer and request accommodations. The process of identifying specific accommodations should be a negotiation between employee and employer. Employers are not required to provide the exact accommodation requested by the employee. An employee may suggest an accommodation, and the employer may suggest an alternative recommendation, which the employee must consider. The employer has the right to request "medical" documentation and refuse letters from educational specialists. If the employee does not provide such documentation, the employer is not required to provide an accommodation.

 If necessary, individuals with disabilities should contact the Human Resources office in their workplace to initiate a request for accommodations under the ADA. For additional information on ADA and the workplace, see The Americans with Disabilities Act. Finding employment may seem like a job in itself. However, state vocational rehabilitation (VR) services help adults and youth with disabilities find and succeed in employment. Many high schools' special education coordinators include VR services in transition planning for students with Individualized Education Plans. Local VR offices work within the community to evaluate client needs, make matches with employers, and offer support for success. If AT is required for success at a particular job, the device and training may be funded through the VR office. The VR case manager can serve as a liaison with the employer to arrange and integrate the AT and employee needs into the workplace. See the link below to find a state VR office.

 

Glossary of Terms Assistive Technologies in the Context of Work

Glossary of Terms	Definitions	Examples
Bidding Process	The process used by third party funding sources before making any assistive technology equipment purchase.	Third party funding sources.
Essential Functions	Those jobs duties that are fundamental to the position that individual holds or desires that he cannot do the job without performing them.	The jobs duties that are fundamental to the position.
Individual Plan for Employment	The IPE is the plan for the services that you need to help you reach your work goal.	The plan for the services that you need to help you reach your work goal
Qualified Individual With a Disability	A person who has skills, education, experience, or other requirements needed for a job and can perform the essential functions of the position with or without reasonable accommodation.	Skills, education, experience, or other requirements needed for a job.
Reasonable Accommodation	Any modification or adjustment to a job or the work or educational environment that will enable a qualified applicant, employee, or learner with disability to participate in the application process, perform essential job functions or participate fully in the educational program.	Any modification or adjustment to a job.
Undue Hardship	An accommodation requiring significant difficult or expense on the part of the employer when considered on a case by case basis.	Significant difficult or expense.
Vocational Rehabilitation Agencies	Designated by each state to provide vocational rehabilitation services to individuals with disabilities who have employment as a goal.	Services include counseling, evaluation, training, and job placement funded by a combination of state and federal appropriations.
Vocational Rehabilitation Counselor	Each individual receiving service through a state vocational rehabilitation agency is assigned a counselor who acts as a case manager and assist the individual in identifying vocational goals and developing a plan to achieve those goals.	A counselor who acts as a case manager and assist the individual in identifying vocational goals and developing a plan to achieve those goals.

Pros and Cons Assisitve Technologies in the Context of the Classroom

Describe the Context in which Assistive Technologies are Applied in education

Every day students with physical, sensory or cognitive disabilities face barriers to learning. Students with motor disabilities may not be able to hold a pencil to write answers on a test, or a compass to do a math lesson. Students with learning disabilities may not be able to decode words in printed text. Many teachers have consistently worked to provide alternative ways of learning for students who learn in different ways. The impact of technology on education has been profound. Computers have become an essential literacy tool in our society. When assistive technology is appropriately integrated into the classroom, students are provided with multiple means to complete their work and focus on achieving academic standards.

List the Major Assistive Technologies that are used in Educational Settings

Assistive technology (AT) is any tool that helps students with disabilities do things more quickly, easily or independently. It can be elaborate and expensive or simple and low-cost. Assistive technology services are supports for using assistive technology devices, such as assistive technology evaluations, equipment maintenance, technical assistance, demonstration or training. In schools, assistive technology can provide accommodations, modifications or adaptations made to the environment, curriculum, instruction, or assessment practices. As inclusive schools become the norm, creative curriculum design may depend on assistive technology.

Describe How Assistive Technologies are used in the Classroom to Facilitate Learning

A student with poor vision might use enlarged text. A student with motor difficulties might use an enlarged, simplified computer keyboard. A non-verbal student can be the “caller” for a game of “Red Light/Green Light” by using a talking switch. A student who can comprehend history at the 6th grade level, but can read only at the 3rd grade level, might read a textbook with the help of a computer that scans and reads text. The flexibility of assistive technology allows a teacher to build tools and materials that address students’ strengths as well as their weaknesses. For students with disabilities that interfere with their communication, learning, social relationships or active participation, assistive technology supports their participation in learning experiences in the least restrictive environment. Assistive technology can be the lifeline that increases a student’s opportunities for education, social interactions, and meaningful employment.

List the Major Technological Approaches used to Assist Individuals Who have Learning Disabilities

Technology helps students with disabilities on many different levels. It can help them accomplish tasks like: Master grade-level content. Technology presents the material in different forms (visually, auditor ally, etc.)  Improve writing and organizational skills. Technology can enable students with learning disabilities or autism to do such things as develop a concept map for a research paper and write using grade-level vocabulary or words they otherwise wouldn't use without a computer due to poor spelling skills.  Work towards grade-level reading skills. The computer either reads the text digitally or presents it at a lower grade level for students with reading disabilities or visual impairments. Improve note-taking skills. Many students with disabilities have difficulty taking notes in longhand because of poor spelling, writing, and/or eye-hand coordination skills. Master educational concepts that would otherwise have been beyond their reach. Students can experience abstract concepts such as the growth of a flower through 3-D simulations.

Describe How Soft Technologies are used in Education to Enhance the use of Hard Technologies

Low to high technology: The next of these distinctions is between low‑technology devices and high‑technology devices. Although this distinction is; imprecise, we often describe inexpensive devices that are simple to make and easy to obtain as "low" technology and devices that are expensive, more difficult to make, and harder to obtain as "high" technology. According to this distinction, examples of low‑technology devices are simple pencil and paper communication boards, modified eating utensils, and simple splints. Wheelchairs, electronic communication devices, and computers are examples of high‑technology devices. Hard and soft technologies: Distinguished between hard technologies and soft technologies. Hard technologies are readily available components that can be purchased and assembled into assistive technology systems. This includes everything from simple mouth sticks to computers and software. The PL 100‑407 definition of an assistive technology device applies primarily to hard technologies as we have defined them. The main distinguishing feature of hard technologies is that they are tangible. On the other hand, soft technologies are the human areas of decision making, strategies, training, concept formation, and so on. Soft technologies are generally captured in one of three forms: (1) people, (2) written, and (3) computer. These aspects of technology, without which the hard technology cannot be successful, are much harder to obtain. Assistive technology services as defined in PL 100‑407 are basically soft technologies. Soft technologies are difficult to acquire because they arc. Highly dependent on human knowledge rather than tangible objects. This knowledge is obtained slowly through formal training, experience, and textbooks such as this one. The development of effective strategies of use also has a major effect on assistive technology system success. Initially the formulation of these strategies may rely heavily on the knowledge, experience, and ingenuity of the assistive technology practitioner. With growing experience, the assistive technology user originates strategies that facilitate successful device use.

 

 

Reflections Assistive Technologies in the Context of the Classroom

Assistive technology offers people with visual and hearing impairments the ability to live and work without limitations. Various disabilities restrict individuals from a regular lifestyle. Assistive technology (AT) provides these people with independence while performing everyday activities that they are usually unable to perform. There are different methods and tools that help disabled people to perform casual and specific tasks during their interaction with the technology. Web designers use various techniques in order to give access for users with visual and hearing disabilities.

Assistive Technology for Visual Impairments

Reduced vision and sight give limited abilities to explore the environment, and that may affect early motor development. Student with visual and hearing impairments cannot share the same abilities with their sighted peers. Therefore, vision loss may become a reason for their low self-esteem and appropriate social skills. Assistive technology provides students with visual and hearing impairments a perfect ability to develop social interaction skills, visual efficiency, independent living skills, career education skills, and orientation and mobility among others. As a result, students can learn and live at practically the same rate as other children in a class and have normal relationships with people and objects in their environment. Due to the Internet abilities, practically everything may be bought over there. A screen reader is a perfect device for those who have visual impairments. Visual technology special software provides the opportunity for blind people to take advantage of the web by speaking what is on the screen. Special browsers may be used in case when users cannot read a web page. Many schools offer various programs for students with visual disabilities. For example, interactive whiteboards and handheld computer devices specifically designed for students with visual impairments have been provided in different specialized schools. Though the loss of sight and vision cannot be fully compensated by the use of assistive technology, they can give an advantage to acquire knowledge by using methods other than sight and vision. Many individuals with the following impairments can feel more comfortable in life due to assistive technology.

 Assistive technology gives an access to students with visual impairments through a number of different adaptive devices, computer adaptations and optical devices. Computer hardware and software are constantly changing and advancing. So-called “Braille note-takers” can be connected to the printer and are able to print a copy. Another adaptive device, which can produce Braille and translate it to the text, is an electronic braillewriter. Optical character reader is a proper computer adaption, which helps convert printed text into a file using a special software and equipment. Very often, blind students like to use calculators with voice output. Hand-held and pocket magnifiers, for example, are portable optical devices with special calculated lenses, which provide distortion-free viewing. Positioning of handle makes it suitable for left-handed users. This device must be matched with the individual level of vision. These technologies are very specialized and must be adapted to the individual’s environmental requirements. Telescope is used to view objects for individuals with partial visual impairments in order to see images. By using assistive technology, students may improve their studies in the class and feel independent and proficient.

Assistive Technology for Hearing Impairments

Computer assisted or speech recognition technology is a type of assistive device, which is designed to aid individuals with hearing imparities in classroom activities. The main idea of such device is to type into the computer what is being said. Special speech recognition software converts spoken language into written text. It has proven that this device is very effective in the classroom to study such subjects as physics, chemistry and engineering science. There are different speech recognition programs, which help people with hearing imparities to master a foreign language. Some computer programs include 160, 000 words.  Some individuals with hearing disabilities may face challenges in case the device is not properly used or selected.

 Modern hearing aids make use of different assistive technologies in order to provide students with disabilities to access the educational programming in a classroom setting. There are some examples of accommodations and assistive devices for students with hearing impairments such as hearing aids, closed captioning, cochlear implants, text telephones, visual alert signalers, and hearing loops. Hearing loop, for example, can be portable or permanently installed. It reduces background noise and amplifies sound. A cochlea implant is a controversial device, which is used in people with severe hearing loss. It is often cold a bionic ear. A cochlea implant helps students to hear sounds, speech, music, and hear better in a noisy environment. Young peers may enjoy music and feel more comfortable; they can even use this device while swimming. Hearing aids is a commonly used assistive device, which is positioned behind the ear or in the ear. Depending upon the level of hearing abilities, individuals may hear sounds and even very loud speech. Modern hearing aids are digital aids that offer individuals with hearing impairments to hear speech and background noise equally.

 By using assistive technology, students may improve their studies in the class and feel independent and proficient. Modern hardware and software are adapted to the problems of individuals with visual and hearing impairments in order to make feel them more comfortable in everyday classroom setting. Different methods and tools that help disabled people to perform casual and specific tasks during their interaction with the technology. Web designers use various techniques in order to give access for users with visual and hearing disabilities.

 

Glossary of Terms Assistive Technologies in the Context of the Classroom

Glossary of Terms	Definitions	Examples
Academic Participation	A framework for considering four levels of participation in classroom activities: 1. Competitive 2. Active 3. Involved, and 4. No academic expectation	Four levels of participation in classroom activities: 1. Competitive 2. Active 3. Involved, and 4. No academic expectation
Functional Equivalency	Obtaining the same function in very different way.	Turning pages in a book can also be accomplished by a mechanical page turner or electronic books assessed by computer methods.
Inclusion	Students with disabilities who are integrated into the regular educational programs for at least part of the school day.	·         Inclusion is about ALL of us ·         Inclusion is about living full lives - about learning to live together. ·         Inclusion makes the world our classroom for a full life. ·         Inclusion treasures diversity and builds community. ·         Inclusion is about our 'abilities' - our gifts and how to share them. ·         Inclusion is NOT just a 'disability' issue. ·         Inclusion.com creates & shares tools, resources, capacities, so all can live full lives. ·         Inclusion.com is for citizens: educators, families, individuals, organizations - all of us
Individual Education Plan (IEP)	Mandated by IDEA, the plan, written for each student, incorporates the student’s specialized program. The IEP team must consider assistive technologies as a special factor when developing the learner’s IEP.	Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.
Individuals with Disabilities Education Act (IDEA)	Defines assistive technology devices and assistive technology services in an educational context; mandates that local educational agencies be responsive for providing assistive technology device and services if these are required as part of a child’s  educational needs, related services, or as a supplementary aid or service.	The Individuals with Disabilities Education Act (IDEA) is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from age 3 to age 18 or 21 in cases that involve 14 specified categories of disability.
Learner-Teacher Interactions	The way in which teachers present information to learners and the interaction expected of those learners in a classroom situation.	Interactions between the learners and their instructor/facilitator in which the process of learning occurs within the course or activity; for example, lectures online and facilitated newsgroups.
Learning Styles	The manner that is most appropriate for the acquisition of knowledge by the student; includes aural visual learning, types of problem solving used by the learner and group interaction skills.	Visual – this is where learners prefer to use pictures or images Auditory -this is where learners prefer to hear Kinesthetic – this is where learners prefer to use their hands and body Verbal – where learners prefer speech and writing Mathematical – where learners prefer logic and reasoning Interpersonal – where learners prefer to learn and function in groups  Intrapersonal – where learners prefer self-study and to learn alone
Manipulative	Rods, blocks, buttons, beads, or other objects that vary by color, length, and weight and can be sorted, counted, and used to enhance concept development in mathematics.	Any of various objects or materials that students can touch and move around in order to help them learn mathematical and other concepts: the use of blocks, flashcards, and other manipulatives in the classroom.
Musical Instrument Digital Interface (MIDI)	A file used to store music as a series notes with volume and duration attached.	Allows music to be played back through a sound card in a computer.
Peer Training	Instruction that introduces assistive technologies to the classmates of the learner who has a disability.	Peer-to-peer training implies being trained by a skilled worker or an experienced colleague. It is not only applied to teaching apprentices, but also new colleagues.
Resource specialist	An individual associated with a local school that provides consultation regarding assistive technology applications.	A resource specialist can serve in a variety of fields, including those relating to education or employment
Scribing	The assistance provided by a human aide for writing or mathematics pencil and paperwork.	Scribing is a style or method of graffiti in which a scribe is used to tag on glass surfaces. There are two popular types of scribes. The first is the arrowhead scribe, held between the thumb and index finger, used for quick connectible-style tags on glass. The second is the pen scribe, usually used for more detailed tagging. Scribing can be loud, especially when doing connectible on glass. Scribing is also a technique used in the corporate world to visually document concepts in a graphic format.
Social Participation	A categorization of classroom participation that has four levels, whose criteria are participation and influence socially rather than academically.	informing people with balanced, objective information; consulting, whereby the affected community provides feedback; involving, or working directly with communities; collaborating by partnering with affected communities in each aspect of the decision including the development of alternatives identification of solutions; and empowering, by ensuring that communities retain ultimate control over the key decisions that affect their wellbeing.
Student Workstation	Computer-based setups that may provide specialized assistance with writing, conversation and an adapted access method for the classroom computer.	Wheelchair riders and possible integration of controls for powered wheelchair, computer, environmental control, and augmentative communication also called life station.
Technology Integration Plan	Systematic approach to the consideration of assistive technologies for classroom use.	Is the use of technology tools, in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa.