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.