Assistive Technology (AT) is federally mandated for all students with an Individualized Education Plan (IEP) by requiring that IEP teams consider the student’s needs for assistive technology devices and services in order to ensure a Free Appropriate Public Education (FAPE).
works to integrate with other services that the student receives. Training and support to ensure that AT services are effectively integrated into the student’s curriculum may be provided by any member of the IEP team.
The IEP team/504 committee may choose to email the AT Trainer during the meeting to initiate collaboration.
These supports identify potential strategies and tools to assist individual students who demonstrate difficulty achieving specific educational goals
Written recommendations for customizing and integrating tools and strategies presently available within the school environment to support the student in meeting individual educational goals.
Written recommendations for integrating tools and strategies presently available within the school environment and requesting an individual AT evaluation within the IEP/504 Plan to identify additional supports for consideration.
Student, Environment, Task, Tools (SETT) Framework to identify least restrictive individual supports.
This video introduces you to Stages Assessment Software, a solution to provide you with all the tools you need to effectively assess the seven developmental stages of cognitive language development in special needs learners. Stages helps you identify and assess your students' skills and abilities, select appropriate instructional software, and document each learner's gains.
The Reactive Colours project, funded by NESTA, identified that certain fundamental aspects of social interaction and communication could be promoted in young children with Autistic Spectrum Conditions through technology environments that enable children to play and explore without fear of failure. A practical outcome of this research has been the fully customisable ReacTickles software.
Stevens Institute of Technology Online Project - Environment - identify lifeforms, create database, and share information, with other students elsewhere.
Requirements to use an iPad as an IWB. You need:- iPad- laptop or desktop computer (Apple is best, of course, but Windows computers can work as well since identified software is cross-platform)
- WiFi network connection (configured with ports open to allow sharing/communication between the iPad and computer - this can be an ad-hoc network or a 'normal' wifi hotspot / network)- LCD projector with screen or large format TV to serve as the external display
- remote control app (ex. Air Display, Splashtop, Team Viewer)- Software applications which support both remote control and remote mirroring of a computer screen, along with screen annotation / recording (IWB-like software)
Youth identified with Autism Spectrum Disorders (ASD) have deficits in social competence that can lead to problematic social behavior and social isolation. This can lead to a lower quality of life, as well as deficits in other developmental areas such as language and cognition. The iSocial project undertakes research and development to test and advance a set of principles and methods to enable and enhance social interaction for individuals with ASD. The long term aims of the project are to implement a virtual world that supports positive social interaction, enables learning of social competence with transfer to other settings, enables learning of other academic and workforce preparation subjects for youth with social deficits, and supports a community of educators, parents and youth as they address the needs of youth with ASD.
AT can be any item, piece of equipment, or teachermade product that is designed to improve a student’s functional capability or help a student succeed in accessing the general education curriculum
Commercially available mapping software, such as Inspiration, is an example of a high-tech solution to organizational work and thought problems
Clip art, videos, animations, maps, diagrams, and other graphic elements can be found online as well and are useful in assisting students who need visual imagery to better understand the concepts in a lesson
modified meterstick with staples at the centimeter markings for tactile use by those with visual impairments
instructional software program that converts text to speech for students who function at low reading levels; such devices could be used with headsets by students during classroom time
Lahm and Morrissette (1994) identify seven instructional areas in which AT has proven advantageous for use with students with mild disabilities: organization, note taking, writing assistance, productivity, access to reference materials, cognitive assistance, and materials modification
Organization
Light-tech solutions include the use of flow charts, task analysis, webbing or networking ideas, and outlining
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