Group items tagged

"So, is AAC about the technology or not? This paper presents a broad picture of technology as consisting of both hard and soft technologies. The article supports both types of technology as necessary for successful AAC implementation. For many individuals, hard technologies are necessary to support expressive communication. High-tech hard technologies have many options, but only a few fundamental principles, with truly unique new characteristics rarely being introduced. What does change, however, is the platform upon which the AAC devices are built. Originally, AAC devices were based on simple electronic circuits, then specialized computers, and, finally, general computers. Most recently, smart phones and pad computers have been used as the platform for AAC device functions. In this paper, I contend that it is not the technology that is critical; rather, it is our ability to take advantage of that technology for the benefit of people with complex communication needs."

InfoUse, in collaboration with the Research Triangle Institute (RTI), is conducting an Assistive Technology Act Data Collection Project for the National Institute on Disability and Rehabilitation Research (NIDRR). Our 4-year project designed and implemented a Web-based performance reporting system for the Assistive Technology Act state grants program. This system was designed to meet the information needs of the Assistive Technology Act grantees, NIDRR, and Congress, and to fulfill the requirements of the Government Performance and Results Act of 1993 (GPRA). The project is also conducting evaluation studies, described in more detail under Activities & Resources. We are creating a Chartbook on Assistive Technology that presents national estimates on the need for and use of assistive technology. The project is producing statistical estimates, by state, on the need for and use of assistive technology. The project is studying "model approaches" to capacity building systems that provide assistive technology training to professionals and individuals with disabilities. Research on employment-related assistive technology is also underway.

Assistive Technology (The Simon Technology Center) The Simon Technology Center helps children and adults with disabilities and their families use assistive technology to improve their lives. The Simon Technology center believes that technology allows children and adults with disabilities to keep pace with a rapidly changing world by providing opportunities for communication, education, recreation, employment, and independence.

Why? * To increase participation and achievement for ALL students including those with significant disabilities * To position ALL students to take advantage of emerging educational technologies in inclusive learning environments. What? * The integration of interactive white boards (SMART Boards), SMART Solutions (e.g., SMART Table, SMART Document Camera, SMART Sync) and other mainstream technology (IPADS/IPODS, Nintendo DSi) with assistive technology for use during whole and small group instruction in all educational settings. The key is including ALL students using a Universal Design for Learning Toolkit (technology, traditional teaching methods,pedagogy) in their current educational setting to ensure meaningful academic and social participation. How? * By using SMART Boards and other mainstream technology as well as assistive technology to facilitate Universal Design for Learning (UDL) and Differentiated Instruction (DI) so that learning environments, opportunities and activities are accessible by diverse groups of learners. Understanding how the Participation Model can extend UDL and DI so that the learning and participation of students with the most significant learning challenges are increased and enhanced.

"My Assistive Technology Toolbox I use a wide variety of technologies in my practice -- both high-tech and low-tech -- too numerous to mention here. But I'd like to list the most significant ones that I rely on, and that I include in my trainings. Because so many software tools perform multiple functions, it's difficult to list technologies by category such as "Technologies for Reading" and "Technologies for Writing" -- certain tools would show up in several places -- so I've chosen to list them in a more eclectic manner that's still somewhat logical."

"The Assistive Technology Blog The Virginia Department of Education's Training and Technical Assistance Center (T/TAC) at VCU's Assistive Technology Blog is for Assistive Technology providers across Superintendent's Regions 1 & 8. Do you have a question you would like to see answered in the assistive technology blog? EMAIL US and someone on the Assistive Technology team here will post an answer as quickly as we can! "

"What is the Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below."

Resources from the National Educational Technology Plan Statements by individuals and organizations expressing ideas, opinions, and recommendations for the new National Educational Technology Plan. Written Resources such as journal articles, reports, and book chapters that discuss educational or technological developments that can help inform the plan. Technology Tools such as hardware, software or applications that hold promise for transforming our education system. Exemplary Cases of programs, activities, curricula, and system redesign that have harnessed technology in innovative ways to enhance student learning, quality teaching, effective assessment, increased productivity, or other educational goals."

Assistive Technology The term assistive technology encompasses a broad range of devices from "low tech" (e.g., pencil grips, splints, paper stabilizers) to "high tech" (e.g., computers, voice synthesizers, braille readers). These devices include the entire range of supportive tools and equipment from adapted spoons to wheelchairs and computer systems for environmental control. Assistive technology certainly includes computers, but it also refers to a number of other types of accommodations and adaptations which enable individuals with disabilities to function more independently. Computers are an important type of assistive technology because they open up so many exciting possibilities for writing, speaking, finding information, or controlling an individual's environment. But computers are not the only avenues to solving problems through technology. There are many low tech (and low cost) solutions for problems that disabilities pose. Examples of inexpensive, low tech solutions include wrist splints, clip boards for holding papers steady, or velcro tabs to keep positioning pads in place.

Today marks the public launch of Assistive Technology Daily, a blog dedicated to sharing assistive technology solutions. As you will soon see, we share technology in a variety of categories that can be easily accessed by the user. New posts are available each weekday. We encourage you to share your thoughts about the technology featured here and perhaps to contribute some suggestions of your own.

I was asked to help paint the 'big picture' of technology use with relation to the education of students with disabilities. My viewpoint is (albeit, perhaps a biased one) that technology has the potential to be beneficial in almost every aspect of educating students with disabilities. However, as I was presenting, questions started to arise as to how technology - specifically assistive technology - fit into various initiatives and mandates - Response to Intervention (RtI), Universal Design for Learning (UDL), Accessible Instructional Materials (AIM) and the Assistive Technology (AT) mandate within IDEA. We had some lively discussion about these but I decided to put together a graphic to begin fueling the discussion and think about the relationships between these various initiatives and mandates. The graphic has been revised several times as my thinking has changed over time.

"The Special Education Assistive Technology (SEAT) Center at Illinois State University is a community of people working together to help individuals with disabilities realize the democratic ideal through assistive technology (AT). The SEAT Center was approved as a Center by the state legislature in 2001. The SEAT Center focuses on teaching preservice and practicing professionals the skills they need to meet the technology needs of people with disabilities through instruction that is practical, "hands-on", and performance-based. Instruction provided at the SEAT Center emphasizes developing competence in both AT and other types of technology (e.g., instructional technology, adaptive equipment) that can improve the education and quality of life for persons with disabilities. "

"Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices Technology can be used to expand and strengthen how developmental math is taught in community colleges, according to a 2009 report, Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices. This report, funded by the Bill & Melinda Gates Foundation and the William and Flora Hewlett Foundation, examines the challenges of increasing students' math skills in community colleges and shows how technology can help."

"Boundless Assistive Technology proudly offers the world's best Assistive Technology products, service, and support. With over 30 years of combined industry experience our goal is to provide you with the best Assistive Technology buying experience." We function not only as a point of supply for Assistive Technology but as a full system integrator as well. Many of our clients order complete systems and other bundled solutions which are fully configured, tested, and shipped ready to go. As with anything ordered from us online, over the phone, or here at our offices, the purchase comes with lifetime product support. You can contact us as long as you own the product with questions, configuration advice, technical support, or any other feedback or request you have.

This is an AT on-line store I was not aware of. offering bundles, like an iPad2 with Proloquo2Go already installed.

Our name, Connective Technology Solutions, reflects what we do best - seeing the connections between hardware, software, and solutions on how they can be utilized together. Most important is how they can address the needs of individuals from teachers and support professionals to students. We provide professional development, training, support and educational materials connecting current technology and the solutions enabling everyone to succeed. Dan Herlihy is a national conference presenter on topics ranging from Creating Access on the Fly, Working with High and Low Incidence Disabilities, Creating Access to the Arts and Using Digital Images in the Classroom as a Teaching and Learning Tool. He is also an IntelliTools Training Specialist, and has written books and articles on technology integration, as well as producing CDs of educational activities for students. His expertise is in taking diverse technologies, and connecting them together to provide solutions for access.

"The Assistive Technology Oral History Project is an archive of pioneers in the field of assistive technology (technology for individuals with disabilities). It includes the histories of assistive technology (AT) specialists including occupational therapists, physical therapists, experts in blind and low vision, special educators, audiologists, rehabilitation engineers, software and AT device inventors, and more. "

Assistive Technology Advocacy By Dave Edyburn A key question, often left unstated during assistive technology consideration, is: Who can benefit from assistive technology? Federal law is silent on this issue assuming that the local IEP team is in the best position to decide if a student's needs can be met through technology interventions or other accommodations.

"We began with a parent's vision of an inclusive community for families with and without disabilities. The hope was to use technology, particularly computers, to include individuals with special needs and their typically developing peers into one classroom environment. In 2001 a fully inclusive Hope Technology School was established. Now in our tenth year, serving over 120 students, Hope Technology School has become a preschool-through-eighth-grade program including an onsite, NPA-certified Therapy Department, Vocational Education Program, and Assistive Technology (AT) Lab in Palo Alto, California. Our school includes students who are typically developing as well as students with special needs such as Autism Spectrum Disorder, Down syndrome, dyslexia, and other learning differences. "

"I use a wide variety of technologies in my practice -- both high-tech and low-tech -- too numerous to mention here. But I'd like to list the most significant ones that I rely on, and that I include in my trainings. Because so many software tools perform multiple functions, it's difficult to list technologies by category such as "Technologies for Reading" and "Technologies for Writing" -- certain tools would show up in several places -- so I've chosen to list them in a more eclectic manner that's still somewhat logical."

"The use of Participatory Action Research (PAR) during the project ensures that TATE SIP is informed by stakeholder input throughout the development and evaluation phases. Outcome measures will include evaluation of device use (device skill acquisition), device usability (skills used in targeted environments), functional performance (activities of daily living affected by device use), quality of life (subjective well-being) and social participation (community integration). To ensure the TATE SIP reaches its intended audiences-survivors of TBI and the individuals who will train them to use ATC-we are working with a national group of researchers, practitioners, consumers, and advocacy organizations to support recruitment and dissemination activities. Presentation Training Assistive Technology Post-ABI Project Updates Training Assistive Technology in the Environment (TATE) Project Update 02/28/2012 Project Update 04/11/2011 Project Update 07/09/2012 Project Update 08/26/2011 Project Update 10/24/2012 Project Update 11/05/2012 Projects Access to Services Transition Web Problem Solving Strategies Oregon Traumatic Brain Injury Educational Consulting Team Building Capacity STEP TBI Web-Based Family Support Training Assistive Technology in the Environment (TATE) News & Events Cory's Corner: A Personal Perspective The seventh issue of Cory's Corner explores the dynamics of ... May 2013 TBI Team Training Effective Tools and Strategies for Behavior Management when a Student ... "