Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities 3rd edition by Amy Dell, Deborah Newton, Jerry Petroff ISBN 0134170763 9780134170763

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ISBN 10: 0134170763
ISBN 13: 9780134170763
Author: Amy Dell, Deborah Newton, Jerry Petroff

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.   This up-to-date book shows how assistive technology can be used in all kinds of classrooms, at all grade levels, to enhance the teaching and learning of students with a wide range of disabilities. The emphasis is on the integration of assistive technology into the curriculum. It addresses the challenges teachers face when using assistive technology to teach new skills to students with disabilities, to increase their independence and productivity, and to provide them with access to the general education curriculum. The text discusses disability categories within the context of school-related tasks and technology-based solutions to avoid misleading readers into simply pairing a certain diagnosis with a certain tech tool. The new edition of Assistive Technology in the Classroom keeps readers abreast of relevant new developments in mobile devices and assistive technology through a new chapter on how to use assistive technology to create visual supports and promote positive behavior, chapter updates on available mobile devices, expanded information on Universal Design for Learning, and additional ideas and discussion on how to match technology tools to a student’s specific needs and strengths.

Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities 3rd Table of contents:

Part 1 Benefits of Technology Use in Special Education

1 Introduction to Assistive Technology

Learning Outcomes

Introduction

What Is Assistive Technology?

Related Terms

The Legal Basis for Assistive Technology

Individuals with Disabilities Education Act

Section 504 of the Rehabilitation Act of 1973

Americans with Disabilities Act

National Education Technology Plan

Common Core State Standards

Brief History of Assistive Technology

Recent Developments in Technology

Focus of This Text

Assistive Technology Decision-Making Process

Universal Design

Universal Design for Learning

A Note on Terminology

A Note on Product Names

Conclusion

Summary

Web Resources

Overviews of Assistive Technology

Low-Tech Tools

Assistive Technology Videos

Laws Governing Assistive Technology

History of Assistive Technology

Philosophy of This Text

Disability Rights Movement

Universal Design

Universal Design in Operating Systems

Suggested Activities

2 Assistive Technology to Support Writing

Learning Outcomes

Introduction

Problems That Students with Disabilities Have with Writing

Technology Tools that Support the Writing Process

Low-Tech Adaptations for Writing

Prewriting: Graphic Organizers

Drafting

Word Processing Apps:

Keyboarding:

Word Processing with Text-to-Speech:

Writing Tools at the Emergent Literacy Level

Word Prediction Apps:

Integrated Writing Apps

AutoCorrect:

Speech Recognition Apps:

Reviewing and Editing

Spell-Checks:

Thesauruses:

Grammar Checkers:

Track Changes, Insert Comments Features, and Wikis:

Sharing or Publishing

Technology Tools that Support Note Taking

Smartpens and iPad Apps

Portable Braille Note Takers

Capturing Devices

Note-Taking Services for Deaf/Hard-of-Hearing Students

Technology Alone Will Not Improve Students’ Writing

Instruction on the Writing Process

Instruction on Technology Tools for Writing

Putting It All Together

Summary

Web Resources

Writing Process

Graphic Organizers

Text-to-Speech and Word Prediction

Other Support for Editing

Speech Recognition

For Emergent Writers

Blogs in Education

Wikis in Education

Note Takers

Capturing Devices

Captioning for People Who Are Deaf/Hard of Hearing

Keyboarding

Teacher Resources from Microsoft in Education

Suggested Activities

3 Assistive Technology to Support Reading

Learning Outcomes

Introduction

Reading Problems in Students with Disabilities: Extent of the Problem

Reading to Learn: Technology as a Compensation Tool

Text-to-Speech

Alternative Formats

Scan/Read Systems

Scan/Read Systems for Students Who Are Blind or Visually Impaired

National Instructional Materials Accessibility Standard

Aim Navigator

Commercial e-Readers

Commercially Available Audio Books

Online Libraries of Talking e-Books and Interactive e-Books

Learning Ally:

Other Compensatory Reading Tools: Adapted Books

Scan/Read Provides Access to Content

High-Interest/Low-Level Reading Materials Provide Access to the Curriculum

Teaching Children to Read: What We Know about Evidence-Based Strategies

Findings of the NRP: Topic Areas

Phonemic Awareness:

Phonics:

Fluency:

Comprehension:

Vocabulary:

How Technology Can Help Children Learn to Read

Technology as a Remediation Tool

Phonemic Awareness and Phonics:

Fluency:

Vocabulary:

Reading Comprehension:

Interesting Reading Materials on the Internet:

Decision Making: Instructional Tool or Compensatory Tool?

Summary

Web Resources

Accessible Instructional Materials and Alternative Formats

Text-to-Speech

Devices That Read Braille Format

Scan/Read Software

Mobile Scan/Read Solution

Sources of Audio Books

Talking e-Books for Children Online

Creating Talking e-Books

Adapted Books

Summarizing Tools

Learning to Read

Phonemic Awareness Instruction

Intensive Training in Phonological Processes

Reading Comprehension Tools

Making Reading on the Web Easier

Information for Parents

Suggested Activities

4 Technology to Support Universal Design for Learning and Differentiated Instruction

Learning Outcomes

Introduction

UDL Principle 1: Multiple Means of Representation

Provide Multiple Means of Representation

What Multiple Means of Representation Looks Like in a Classroom

Making Websites More Readable

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 a 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

Summary

Web Resources

Universal Design for Learning

Multiple Means of Representation

Multiple Means of Action and Expression

Multiple Means of Engagement

Web Accessibility

Suggested Activities

5 Technology Tools to Support the Teaching of Math

Learning Outcomes

Introduction

Addressing the Needs of Students with Disabilities

Desirable Features of Educational Applications

Selecting Educational Applications: Focus on Math

Automaticity and Fluency

Technology-Based Activities That Address Automaticity/Math Fact Fluency:

Visual-Spatial or Motor Control Difficulties

Educational Apps That Address Visual-Spatial and Motor Control Difficulties:

Math Concepts, Skills, and Problem Solving

Educational Applications That Address Math Concepts, Skills, and Problem Solving:

Educational Applications for Teaching Functional Math Skills:

Authoring Applications:

Low-Tech and Mid-Tech Adaptations for Teaching Math

Summary

Web Resources

Enhancing Instruction with Computers and Mobile Technology

Reviews of Educational Apps

Educational Apps That Teach Math

Educational Applications That Address Motor Control Issues in Math

Educational Apps: Math Concepts, Skills, and Problem Solving

For Teacher-Created Learning Activities

Suggested Activities

6 Assistive Technology to Enhance Communication

Learning Outcomes

Introduction

The Importance of Communication: Part 1

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

Students Who Are Deaf:

Students Who Are Hard of Hearing:

Communication Problems in School

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

Hearing Lectures with Assistive Listening Devices

Types of Assistive Listening Devices

FM System:

Infrared System:

Induction Loop System:

Soundfield Amplification System:

Interacting with Teachers and Peers Outside Class

T-Mobile Sidekick for Texting and SIPRelay

VP-200 Video Phone with Video Relay Service

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

Early Communication Boards

Independence through Technology

The Dream Job

Update: Anthony Arnold in 2010

Summary

Web Resources

Alerting Devices

Cochlear Implants

Relay Services

Assistive Listening Devices

Video Captioning

Speech-to-Text Services

Augmentative Communication

Perspectives of Augmentative Communication Users

Autism and Communication

Suggested Activities

7 Assistive Technology to Create Visual Supports and Support Positive Behavior

Learning Outcomes

Problems Students with Autism and Other Disabilities Have with Behavior

What Are Visual Supports?

Picture Schedules

Video Modeling

Social Stories

Apps for Creating and Reading Social Stories

Other Tools for Behavior Interventions

Web Resources

Positive Behavior Supports

Visual Supports for Students with Autism and Complex Disabilities

Picture Schedules and Activity Sequences

Social Stories

Data Collection App

Suggested Activities

Part 2 Access to Computers and Mobile Devices

8 Providing Access to Computers and Mobile Devices: Using What You Have

Learning Outcomes

Introduction

Universal Design: Flexibility in Use

Choice in Input and Output Methods

Adaptability to Left- and Right-Handed Users

Variations in Precision and Accuracy

Adaptability to the User’s Pace

Flexibility in Use: A Summary

Accessibility Features for Users with Disabilities

Keyboard Modifications and Mouse Control

Sticky Keys:

Slow Keys/Filter Keys:

Mouse Keys:

On-Screen Keyboards:

Modifications for Students with Sensory Impairments

Hard of Hearing and Deafness:

Visual Impairments or Blindness:

iPads, Android Tablets, and Chromebooks

Summary

Web Resources

Keyboard Shortcuts

Windows 10 Accessibility Features

iOS and Macintosh OS X Accessibility Features

Chrome OS Accessibility Features

Android Accessibility Features

Suggested Activities

9 Assistive Technology for Accessing Computers and Mobile Devices

Learning Outcomes

Introduction

Low-Tech Adaptations for Computer Use

Keyboard Labels

Selecting/Pointing Devices

Keyguards

Moisture Guards

Alternative Input Devices: Mouse Alternatives

Trackballs

Joysticks

Head-Pointing Systems

Eye-Gaze System

Technology Needs Change as Dylan Gets Older

SmartNav Hands-Free Mouse with On-Screen Keyboard

Alternative Input Devices: Alternative Keyboards

Expanded Keyboards

Mini-Keyboards and Keyboards for Mobile Devices

One-Handed Keyboards

On-Screen Keyboards

Single Switches for Scanning and Morse Code

Speech Recognition

First School Experience at Age Nine

Single-Switch Scanning with Write: OutLoud and Co: Writer

Technology Offers Power and Control

Alternative Output Options

Screen Magnification

Screen Readers

Refreshable Braille

Braille Embossers

Summary

Web Resources

Low-Tech Adaptations for Computer Access

Mouse Alternatives

Alternative Keyboards

On-Screen Keyboards

Dvorak Keyboard Layout

Switches

Morse Code Computer Access

Speech Recognition

Assistive Technology for Students with Visual Impairments

Suggested Activities

Part 3 Augmentative Communication

10 Selecting and Designing a Student’s Augmentative Communication System

Learning Outcomes

Introduction

Considerations in System Selection and Design

Myths and Realities

Who Should Assess: The Collaborative Team Assessment Approach

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

Features of the Process of Selecting Augmentative Communication Systems

Which Components Must Be Identified: Symbols, Vocabulary, and Access Method

How Are Symbol Systems Selected?

How Is Vocabulary Selected?

How Are Symbols Grouped or Arranged?

Which Methods Can Be Used to Determine Access?

Vocabulary Selection

Sample Age-Appropriate Messages Stored on a Student’s Augmentative Communication Device

A Collaborative Effort

Which Other Features Need to Be Considered?

Mobile Devices for Augmentative Communication:

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

Summary

Web Resources

More from Michael Williams, Writer and AAC User

AT/AAC Enables: How Assistive Technology (AT) and Augmentative and Alternative Communication (AAC) Enable Individuals with Disabilities to Participate in All Aspects of Life: Resources from the University of Washington

Augmentative Communication Devices

Collaborative Teaming for Assessment

Cerebral Palsy

Symbol Systems

Tactile Symbols

Apps for iPads and Other Mobile Devices

Research and New Developments

Suggested Activities

11 Assistive Technology Approaches to Teaching Early Communication and Emergent Literacy

Learning Outcomes

Introduction

What Is Communication?

How Do Communication and Language Develop?

Which Factors Promote Communication and Language Development?

Challenges to Early Communication Development in Students with Disabilities

Technology Tools that Support Early Communication Development

Determining the Appropriate Use of Switches for Early Communication

Examples of Switch Technology for Early Communication in the Classroom

Emergent Literacy

Summary

Web Resources

Low-Tech and Mid-Tech Communication Devices

Tangible and Tactile Symbols

Strategies to Teach Early Communication

Ideas and Materials to Support Emergent Literacy

Digital Books for Emergent Literacy

Literacy Curriculum for Students with Severe Disabilities

Suggested Activities

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

Learning Outcomes

Introduction

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

Curriculum Issues

Ongoing Skill Development in Communication

Implementing Environmental Communication Teaching

Integrating Augmentative Communication into the Classroom

Increasing Independence and Competence

Creating and Organizing the Overlays and Symbols

Positive Results

Importance of Monitoring Communication Development

Importance of Selecting Appropriate Vocabulary

Use of Peers and Others as Communication Facilitators

Other Strategies

Need for Teacher Training

Not Everything Is High Tech

Infusing Communication Development within the IEP

Implementation Issues

Transition from School to School and from Teacher to Teacher

Home and Community Use

Using Augmentative Communication in the Community

Augmentative Communication Resources for Teachers

Summary

Web Resources

Supporting Augmentative Communication Users

Pivotal Response Training

Direct Instruction

Augmentative Communication Online Communities

Resources for Teachers and Speech-Language Pathologists

Professional Development for Teachers of Students Who Use Augmentative Communication

Latest Information on Advancements in Augmentative Communication

Parent Advocacy and Home-School Collaboration

Suggested Activities

Part 4 Putting It all Together and Making It Happen

13 Issues In Decision-Making: Selecting Appropriate Assistive Technology Tools

Learning Outcomes

Introduction

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 Assessment

Quality Indicators for Assessment of Assistive Technology Needs

Assistive Technology Decision-Making Guides

Education Tech Points for Assistive Technology Planning

SETT Framework

Summary

Web Resources

Assistive Technology Teams

Assistive Technology Assessment

Assistive Technology Decision-Making Guides

Suggested Activities

14 Implementation of Assistive Technology in Schools

Learning Outcomes

Authors’ Note on the Third Edition

Introduction

Legal Basis for Assistive Technology

Consideration of Assistive Technology during IEP Development

Assistive Technology in the Iep: One of the Special factors

Supplementary Aids and Services and Related Services

Implementing Assistive Technology Recommendations

Critical Issues in Assistive Technology Implementation

Educational Professionals’ Lack of Knowledge and Skills

Assistive Technology Consideration Misunderstood

The Digital Divide

Culture

Information Technology Policies

Funding

Summary

Web Resources

Assistive Technology and the Law

Resources from CEC’s Technology and Media Division (TAM)

Resources on Assistive Technology Implementation and Training

Digital Divide

Suggested Activities

15 Implementation of Assistive Technology in Transition Planning

Learning Outcomes

Preparation for the 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 the Transition from High School to Home, Workplace, and Community

Visual and Audio Supports in the Community

Audio Prompting

Visual Supports

Technology to Teach Functional Skills

Instructional Applications to Teach Functional Skills

Authoring Applications to Teach Functional Skills

Expanding Literacy for Students with Complex Disabilities

Assistive Technology for Self-Care and Leisure Activities

Planning for the Transition to Home, Workplace, and Community

Summary

Web Resources

Students with Learning Disabilities in College

Legal Issues in Higher Education

Transition Planning in High School

Self-Advocacy

Technology to Teach Functional Skills

Low-Tech and Simple Technology for Self-Care and Leisure Activities

Suggested Activities

References

Index

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Tags: Amy Dell, Deborah Newton, Jerry Petroff, Assistive Technology, School Experiences