Assistive+Technology

Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard. A formal, legal definition of assistive technology was first published in the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (The Tech Act). This act was amended in 1994; in 1998, it was repealed and replaced with the Assistive Technology Act of 1998 ("AT Act"). Throughout this history, the original definition of assistive technology remained consistent. This same definition was used in the Access Board's [|Electronic and Information Technology Accessibility Standards], developed as required by 1998 amendments to Section 508 of the Rehabilitation Act. From the Springfield Public Schools: The term “assistive technology” refers to any item, piece of equipment, or product that improves the functional capacity of children identified as having special needs. This includes a wide range from no tech to high tech, from pencil grips to computers equipped with highly specialized hardware and software, and is encompassed in the concept and philosophy of universal design. Universal Design refers to a concept/philosophy for designing the delivery of products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are usable with or without assistive technologies. Principles of Universal Design include, but are not limited to: multiple means of representation, multiple forms of expression and control and multiple means of engagement in order to scaffold instruction. Why use assistive technology? [] And… [] . //Recognition networks// are specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas, and concepts. . //Strategic networks// Strategic networks are specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills. . //Affective networks// are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us. These three neural networks work together to coordinate even simple acts like signing a birthday card for a friend. Through recognition networks, we understand the concept of a birthday and identify the card, the pen, our hands as we write, and our signature. Through strategic networks, we set our goal of signing the card, form a plan for picking up the pen and moving it to produce our signature, monitor our progress, and make small course corrections, such as reducing the size of the letters if we begin to run out of space. Affective networks connect us to our feelings for our friend, motivate us to sign the card, and keep us on task. These three networks share two common characteristics that have particular significance for learning: (1) Processing is //distributed//// laterally // across many brain regions operating in parallel (enabling, for example, simultaneous processing of color and shape); and (2) Processing is //distributed//// hierarchically //, enabling simultaneous processing of <span style="color: #0020f6; font-family: Verdana; mso-bidi-font-family: Verdana; mso-bidi-font-size: 13.0pt;">sensory information entering low in the hierarchy ( <span style="font-family: 'Lucida Grande'; mso-bidi-font-family: 'Lucida Grande'; mso-bidi-font-size: 13.0pt;"> � bottom-up <span style="font-family: 'Lucida Grande'; mso-bidi-font-family: 'Lucida Grande'; mso-bidi-font-size: 13.0pt;"> �  ) and <span style="color: #0020f6; font-family: Verdana; mso-bidi-font-family: Verdana; mso-bidi-font-size: 13.0pt;">contextual influences entering high in the hierarchy ( <span style="font-family: 'Lucida Grande'; mso-bidi-font-family: 'Lucida Grande'; mso-bidi-font-size: 13.0pt;"> �  top-down <span style="font-family: 'Lucida Grande'; mso-bidi-font-family: 'Lucida Grande'; mso-bidi-font-size: 13.0pt;"> �  ). Although all brains share these general characteristics, individual brains differ substantially-a point that bears critical implications for teaching. Understanding the specialized functions of the <span style="color: #0020f6; font-family: Verdana; mso-bidi-font-family: Verdana; mso-bidi-font-size: 13.0pt;">recognition, <span style="color: #0020f6; font-family: Verdana; mso-bidi-font-family: Verdana; mso-bidi-font-size: 13.0pt;">strategic , and <span style="color: #0020f6; font-family: Verdana; mso-bidi-font-family: Verdana; mso-bidi-font-size: 13.0pt;">affective networks can help us appreciate the unique strengths and weaknesses of individual students. Let's take a closer look at each of the <span style="color: #0020f6; font-family: Verdana; mso-bidi-font-family: Verdana; mso-bidi-font-size: 13.0pt;">networks. Enabling Devices: [] [] Microsoft: [] Assistive Technology: [] For making computers more user friendly: [] Types of Assistive Technology Products: [] Able Data AT Products: [] AT Devices: [] AT for the visually impaired: [] [] [] Computer Tips and Tricks •Modify screen settings • Record audio in Word Reading Software Kurzweil: [] The Learning Company: [] Games Livingbooks: [] Nock: [] Able Data: [] PLUK: [] Family Village School: [] Living || ||  ||  || Learning || || ||  || Working || || ||  || ||  Physical || Emotional || Intellectual || Rules to live by: Find out what each student does and build from there. Make frequent eye contact and LISTEN. You will succeed if you get up one more time than you fall down.
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