Assistive technology in the classroom : enhancing the school experiences of students with disabilities / Amy G. Dell, Deborah A. Newton, Jerry G. Petroff.

Author/creator Dell, Amy G.
Other author Newton, Deborah A.
Other author Petroff, Jerry G.
Format Book
Publication InfoUpper Saddle River, N.J. : Pearson Merrill Prentice Hall, ©2008.
Descriptionxxii, 338 pages : illustrations ; 24 cm
Supplemental ContentTable of contents only
Subjects
Educational technology--United States.
Students with disabilities--United States.

Contents Section I: Benefits of Computer Use in Special Education -- Introduction to Assistive Technology -- Focus Questions -- Introduction -- What is Assistive Technology? -- The Legal Basis for Assistive Technology -- Individuals with Disabilities Education Improvement Act of 2004 -- Section 504 of the Rehabilitation Act of 1973 -- Americans with Disabilities Act (ADA) -- Brief History of Assistive Technology -- Universal Design and Universal Design for Learning -- Summary -- Suggested Activities -- Assistive Technology to Support Writing -- Focus Questions -- The Context--Process Writing -- Problems Students With Disabilities Have With Writing -- Technology Tools That Support The Writing Process -- Sidebar: Low-Tech Adaptations That Support Writing -- Pre-Writing: Graphic Organizers -- Drafting -- Evaluating What was Written -- Editing and Revising -- Sharing/Publication -- Technology Tools that Support Note-Taking -- Technology In Isolation Will Not Improve Students' Writing -- Summary.
Contents Suggested Activities -- Computer as a Reading Tool -- Focus Questions -- Introduction -- What We Know About Teaching Children To Read: Evidenced-Based Strategies -- Findings of the National Reading Panel: Topic Areas -- Reading Problems In Students With Disabilities -- How Technology Can Address These Problems -- Learning to Read: Computer as a Remediation Tool -- Phonemic Awareness and Phonics -- Reading Comprehension -- Finding Interesting Reading Material on the Internet -- Reading To Learn: Computer As A Compensation Tool -- Sidebar: Low-Tech Adaptations That Support Reading -- Scan/Read Systems -- Alternative to Scanning Text: e-Text Nimas/nimac -- Scan/Read for Students who are Blind/Visually Impaired -- Other Compensatory Reading Tools: Recorded Books -- Other Compensatory Reading Tools: Adapted Books -- Decision-Making: Instructional Tool or Compensatory Tool? -- Summary -- Suggested Activities -- Technology as a Tool to Enhance Communication -- Focus Questions -- Introduction.
Contents The Importance of Communication--Part 1 -- Problems Students With Physical Disabilities Or Autism Have With Communication -- Problems Resulting From Communication Problems -- Assistive Technology that Provides a Voice -- The Importance of Communication--Part 2 -- Students Who Are Deaf/Hard Of Hearing -- Background Information -- Communication Problems in School -- Technology Tools that Address These Problems -- Hearing Lectures with Assistive Listening Devices -- Types of Assistive Listening Devices -- Interacting with Teachers and Peers Outside of Class -- Summary -- Suggested Activities -- Computers and the Internet for Teaching Content Areas -- Focus Questions -- Introduction -- Addressing the Needs of Students with Disabilities -- Features of Instructional Software and Web-Based Learning Activities -- Software and Web-Based Activity Selection -- Software Selection: Focus on Math -- Sidebar: Low-Tech And Mid-Tech Adaptations For Teaching Math -- Software that Teaches Math Skills.
Contents Software Designed Specifically for Students with Disabilities -- Functional Skills -- Using the Internet as a Teaching Tool -- Internet Accessibility -- Computer Technology Supports Universal Design for Learning -- Authoring Software in Special Education -- Summary -- Suggested Activities -- Section II: Access to Computers -- Providing Access to Computers: Using What You Have -- Focus Questions -- Introduction -- Universal Design -- Accessibility Features for Users with Disabilities -- Keyboard Modifications and Mouse Control -- Sticky Keys -- Slow Keys -- MouseKeys -- OS Modifications for Students with Sensory Impairments -- Hard of Hearing and Deafness -- Visual Impairments or Blindness -- Summary -- Suggested Activities -- Assistive Technology for Computer Access -- Focus Questions -- Introduction -- Low-Tech Adaptations for Computer Use -- Keyboard Labels -- Selecting/Pointing Devices -- Keyguards -- Moisture Guards -- Alternate Input Devices -- Mouse Alternative -- Trackballs.
Contents Joysticks -- Touch Screens -- Head Pointing Systems -- Eye-Controlled Systems -- Alternative Keyboards -- Expanded Keyboards -- Mini-Keyboards -- One-Handed Keyboards -- On-Screen Keyboards -- Customizable Keyboards -- Single Switches for Scanning and Morse Code -- Speech Recognition. -- Alternate Output Devices -- Screen Magnification -- Screen Readers -- Refreshable Braille -- Braille Embossers -- Summary -- Suggested Activities -- Issues in Selection of Access Method(s) -- Focus Questions -- Introduction -- Assistive Technology Decision-Making -- 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.
Contents Resources to Guide Assistive Technology Consideration and Assessment -- Quality Indicators for Assessment of Assistive Technology Needs -- Education Tech Points for Assistive Technology Planning -- SETT Framework -- Summary -- Suggested Activities -- Section III: Augmentative Communication -- Selecting and Designing a Student's Augmentative Communication System -- Focus Questions -- Introduction -- Considerations in Selection and System Design -- Myths and Realities Regarding Consideration for Augmentative Communication -- Who Should Assess?: Collaborative Team Assessment Approach -- How Should the Team Assess? Features of the Collaborative Assessment Process -- What Components Must be Identified? Symbols, Vocabulary and Access Method -- Symbol Systems -- How is Vocabulary Selected? -- How are Symbols Grouped or Arranged on the Communication Device? -- How are Other Primary Features Identified? -- Evaluating the Efficiency and Effectiveness of a Student's Augmentative System.
Contents Conclusion -- Summary -- Suggested Activities -- Low-Tech Approaches to Teaching Early Communication & Emergent Literacy -- Focus Questions -- Introduction -- What is Communication? -- How Do Communication and Language Develop? -- What are the Factors that Promote Communication and Language Development? -- Problems Students With Disabilities Have With Early Communication Development -- Technology Tools That Support Early Communication Development -- Types of Switches to Promote Early Communication -- Determining the Use of Switches for Early Communication -- Examples of Switch Technology for Early Communication in the Classroom -- Emergent Literacy -- Summary -- Suggested Activities -- Integrating Augmentative Communication in the Classroom -- Focus Questions -- Introduction -- Curriculum Issues -- Ongoing Skill Development in Communication -- Use of Peers as Communication Facilitators -- Other Strategies -- Need for Teacher Training -- Not Everything is High-Tech.
Contents Transition from School to School and Teacher to Teacher -- Home and Community Use -- Using Augmentative Communication in the Community -- Summary -- Suggested Activities -- Section IV: Making It Happen -- Implementation of Assistive Technology in P-12 Schools -- Focus Questions -- Introduction -- Legal Basis for Assistive Technology -- Integrating Assistive Technology into the IEP -- Specially Designed Instruction -- Obstacles to Assistive Technology Implementation -- The Digital Divide -- Culture -- Consideration Misunderstood -- Professionals' Lack of Knowledge and Skills -- Failure to Implement Assistive Technology Recommendations -- Funding -- Assistive Technology Standards for Educational Professionals -- Council for Exceptional Children Standards -- International Society for Technology in Education Standards -- Funding for Assistive Technology -- Summary -- Suggested Activities -- Implementation of Assistive Technology in Transition Planning -- Focus Questions.
Contents Preparation for Transition from High School to College -- Problems Students with Disabilities Face in College -- Typical Accommodations at College that Meet These Needs -- There are No IEP's 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 Transition from High School to Home/Workplace/Community -- Personal Digital Assistants -- Computer-Generated Visual Supports -- Computer-Generated Social Stories -- Simple Technology for Self-Care and Leisure Activities -- Transition Planning -- Summary -- Suggested Activities -- References -- Index.
Bibliography noteIncludes bibliographical references and index.
LCCN 2007024218
ISBN9780131191648
ISBN0131191640

Availability

Library Location Call Number Status Item Actions
Joyner General Stacks LB1028.3 .D43 2008 ✔ Available Place Hold