assistive technology in the classroom setting rebecca puckett cae6100 – gq1 (24494) dec. 7, 2009
TRANSCRIPT
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Assistive Technology in the Classroom Setting
Rebecca PuckettCAE6100 – GQ1 (24494)
Dec. 7, 2009
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Technology
• Technology-enhanced performance- the use of all technologies (assistive & instructional)
• Assistive technology- aspects of technology that are matched to an individual need or goal
• Educational technology- technology intended to aid in learning
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Educational Activities
• Reading
• Writing
• Mathematics
• Science
• Music
• Art
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Reading
Motor Skills
Sensory SkillsCognitive Skills
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Motor Skills
• Problems:Acquiring reading materials, positioning and manipulative tasks (turning the pages, picking up a book)
• Solutions:Electronic media with the use of a mouse or keyboard to scroll through text, highlight text, search for topics or print out documents.
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Sensory Skills
• Problem:There must be a sufficient visual field, visual acuity and oculomotor functions to scan text and to recognize letters and words.
• Solution:If visual systems cannot support function, alternatives forms can be used instead. (tactile-Braille or auditory-speech)
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Cognitive Skills
• Problem:
Word identification, spelling and comprehension components.
• Solution:Educational software including programs that
the student can control, multiple output modes,
interactive stories and on-line books.
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Writing
Motor Skills Sensory Skills
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Motor Skills
• Problem:
Acquiring reading materials, positioning, and manipulative tasks (turning pages, picking up book).
• Solution:
Mouse or keyboard entry and automatic speech recognition.
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Sensory Skills
• Problem:
Being able to monitor what is being written.
• Solution:
Use technology that incorporates visual, auditory and tactile monitoring.
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Cognitive Skills
• Problem:
Needed skills include language, spelling, letter recognition, grammar and sequencing.
• Solution:
Programs that provide visual and auditory feedback, word prediction, spell checkers and concept mapping software.
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Mathematics
Physical Process Cognitive Process
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Physical Process
• Problem:
Few people can develop mathematical skills without some visual representation.
• Solution:
The use of an AAC device to instruct aides who will scribe and the use of manipulatives to help with precursor skills.
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Cognitive Process
• Problem:To be able to manipulate numbers and to solve routine and novel problems (counting, telling time, making change, understanding real life situations).
• Solution:Educational software that focuses on drill and practice and concept development, through the use of computer graphics, games and word problems.
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Science
Science activities are both theoretical and experimental.
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Concepts & Skills
• Problem:
Hands-on experimentation my be limited and the use of physical objects and laboratory experiments may not occur.
• Solution:
Computer simulation of experimental situations and virtual reality software allow students to experience science experiments without manipulating physical objects.
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Music
Music instruction involves basic
rhythm and group participation.
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Music Appreciation
• Problem:
Learning musical instruments and exploring sounds.
• Solution:
The use of a musical instrument digital interface (MIDI) that can be used on a computer to aid in digitized speech and store musical sounds.
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ArtArt activities help students develop fine motor control, gain an understanding of
shapes and colors and provide a creative order for students.
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Art Appreciation
• Problem:
Lack of fine motor skills for drawing or coloring.
• Solution:
Computer software that is able to produce graphical outputs, drawing programs, photo editors and digital cameras allow easy manipulation of images.
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Summary
• It is important to determine the skills and abilities that the learner brings to the process of determining the role of assistive technology in the classroom.
• Each child is unique in their own individual learning style.
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Reference
Cook, A. & Hussey, S. (2008). Assistive Technologies: Principles and Practice. 3rd ed. St. Louis, MO.