Assistive Technology: Overview Questions Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom.
Pencil Grips-- These will help students hold their writing utensils more easily, especially of they have low muscle tone in their hands.
Specialized Writing Tools-- These help students to learn muscle control and lean how to hold writing utensils.
Specialized Feeding Tools-- These help students who spill or who's control doesn't allow them to hold regular utensils. Explain two reasons why it is necessary to consider AT for students with disabilities.
-It helps students have an equal playing field in educational endevors.
-It grants the students the ability to one day be independent. Why is it important to consider both AT devices and services?
Both service and the devices need to be considered because one without the other would not help students. If you give a device but do not provide the service to help the students learn how to use it they will not be able to use it their fullest potential. Service without showing the students how to use the device without providing it will not give the student the leg up they need. Describe three responsibilities of the Implementation Team.
-Must get the equipment/tool for the student
-Train anyone who will be aiding the students, on how to use the equipment.
-Begin to trouble shoot on how to use and be prepared to determine how to get out of a situation where something has gone wrong. List three outcomes the Implementation Team can determine by evaluating a student's assistive technology.
-Student feedback to determine whether the student likes the AT and feel it is helpful.
-Observations to establish whether the student uses the AT and appears engaged and interested in using the device.
-Performance data to determine whether the AT helps the student to perform the intended task(s). Imagine you are a seventh-grade general education language arts teacher and a student in your class has an upcoming IEP meeting. What types of information should you gather ahead of time to contribute to the discussion of the student's AT needs? Name at least four.
-Be knowledgeable about the array of available AT devices and services.
-Be able to provide information to other team members about potential AT options.
-Be prepared to search for the identify new AT options.
-Bring AT taht will be helpful to the student to be successful in your classroom. During the meeting suggested in the example above, the IEP team recommends AT for the student. As a general education teacher, describe your role in the AT implementation and evaluation processes.
Work with the student and be sure that they are using the tool to the best of their ability in the classroom, Also allowing students to explore how they could use the AT before "requiring" them to use it.
1. Describe the two basic AT technologies.
Devices
Services
2. Describe the five primary uses of AT.
Communication
Perform tasks in the classroom
Participate in the social aspect of life
Movement around the school and classroom
Access the materials
Level the playing field of education
3. Describe the seven components of selecting devices for individuals with disabilities.
Level of functioning
Strengths
Area of need
Previous history with technology
How the technology will be used
Further training needed
What other needs the student have that are not covered with the specific technology
Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom.
Pencil Grips-- These will help students hold their writing utensils more easily, especially of they have low muscle tone in their hands.
Specialized Writing Tools-- These help students to learn muscle control and lean how to hold writing utensils.
Specialized Feeding Tools-- These help students who spill or who's control doesn't allow them to hold regular utensils.
Explain two reasons why it is necessary to consider AT for students with disabilities.
-It helps students have an equal playing field in educational endevors.
-It grants the students the ability to one day be independent.
Why is it important to consider both AT devices and services?
Both service and the devices need to be considered because one without the other would not help students. If you give a device but do not provide the service to help the students learn how to use it they will not be able to use it their fullest potential. Service without showing the students how to use the device without providing it will not give the student the leg up they need.
Describe three responsibilities of the Implementation Team.
-Must get the equipment/tool for the student
-Train anyone who will be aiding the students, on how to use the equipment.
-Begin to trouble shoot on how to use and be prepared to determine how to get out of a situation where something has gone wrong.
List three outcomes the Implementation Team can determine by evaluating a student's assistive technology.
-Student feedback to determine whether the student likes the AT and feel it is helpful.
-Observations to establish whether the student uses the AT and appears engaged and interested in using the device.
-Performance data to determine whether the AT helps the student to perform the intended task(s).
Imagine you are a seventh-grade general education language arts teacher and a student in your class has an upcoming IEP meeting. What types of information should you gather ahead of time to contribute to the discussion of the student's AT needs? Name at least four.
-Be knowledgeable about the array of available AT devices and services.
-Be able to provide information to other team members about potential AT options.
-Be prepared to search for the identify new AT options.
-Bring AT taht will be helpful to the student to be successful in your classroom.
During the meeting suggested in the example above, the IEP team recommends AT for the student. As a general education teacher, describe your role in the AT implementation and evaluation processes.
Work with the student and be sure that they are using the tool to the best of their ability in the classroom, Also allowing students to explore how they could use the AT before "requiring" them to use it.
1. Describe the two basic AT technologies.
- Devices
- Services
2. Describe the five primary uses of AT.- Communication
- Perform tasks in the classroom
- Participate in the social aspect of life
- Movement around the school and classroom
- Access the materials
- Level the playing field of education
3. Describe the seven components of selecting devices for individuals with disabilities.