Assistive Technology to Help Students With Disabilities

2022 ◽  
pp. 579-600
Author(s):  
Mark Viner ◽  
Ajay Singh ◽  
Michael F. Shaughnessy
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
High Tech ◽  
Learning Needs ◽  
Students With Special Needs ◽  
Multiple Resources ◽  
Service Programs ◽  
National Organizations ◽  
History Of ◽  
Special Learning Needs

This chapter reviews some of the low-tech as well as the high-tech devices available for a wide variety of students with special learning needs. A history of assistive technology devices is explored and defined. Assistive technology has increased in use in recent decades due to accessibility of computers and the digital age. Digital devices such as hand held scanners, online learning environments, and digital resources have changed the educational experiences for students with special needs and disabilities. In response, teacher in-service programs and ongoing professional development programs need to be involved to understand and develop appropriate 21st-century learning opportunities and curricula. Future trends, such as virtual reality (VR) environments, allow opportunities for safe, effective learning. To assist in understanding and choosing the appropriate devices, multiple resources, such as global and national organizations, and online resources are provided.

Assistive Technology to Help Students With Disabilities

2020 ◽  
pp. 240-267
Author(s):  
Mark Viner ◽  
Ajay Singh ◽  
Michael F. Shaughnessy
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
High Tech ◽  
Learning Needs ◽  
Students With Special Needs ◽  
Multiple Resources ◽  
Service Programs ◽  
National Organizations ◽  
History Of ◽  
Special Learning Needs

This chapter reviews some of the low-tech as well as the high-tech devices available for a wide variety of students with special learning needs. A history of assistive technology devices is explored and defined. Assistive technology has increased in use in recent decades due to accessibility of computers and the digital age. Digital devices such as hand held scanners, online learning environments, and digital resources have changed the educational experiences for students with special needs and disabilities. In response, teacher in-service programs and ongoing professional development programs need to be involved to understand and develop appropriate 21st-century learning opportunities and curricula. Future trends, such as virtual reality (VR) environments, allow opportunities for safe, effective learning. To assist in understanding and choosing the appropriate devices, multiple resources, such as global and national organizations, and online resources are provided.

The use of Assistive Technology for people with special needs in the UAE

2012 ◽  
Vol 15 (1) ◽  
pp. 56-71 ◽  
Author(s):  
Abdurrahman Ghaleb Almekhalfi ◽  
Sana Tibi
Keyword(s):  
Assistive Technology ◽  
Special Needs ◽  
Students With Disabilities ◽  
United Arab Emirates ◽  
Students With Special Needs ◽  
Teachers Perceptions ◽  
Rapid Changes ◽  
The Everyday ◽  
Different Types ◽  
Shed Light

Today, technology has become an essential part of the everyday educational setting. Its use has proven to facilitate learning and communication of many students with and without disabilities. Assuredly, assistive technology (AT) has transformed education and empowered students with disabilities. In spite of the rapid changes taking place in all sectors in the United Arab Emirates (UAE), the research studies investigating AT for students with special needs in the (UAE) are limited, if any. Quantitative and qualitative data collection methodology were used to explore the AT tools, services, barriers, and professional development available in the UAE special needs centers. Results showed that different types of AT devices existed in the classrooms which were available for students of different of disabilities. In addition, results revealed different types of barriers hindering the use of AT. Results may shed light on the use of AT in the UAE, teachers' perceptions towards this use and barriers impeding such use. Recommendations and suggestions to improve the use of AT wherever and whenever needed in the UAE are discussed.

Assistive Technology for the General Education Classroom

2018 ◽  
pp. 132-166
Author(s):  
Richard J. Vigilante Jr. ◽  
MaryPaul B. Hoile
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Written Language ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Cognitive Limitations ◽  
General Education Classroom ◽  
And Mathematics ◽  
Restrictive Environment

It is the responsibility of schools and educators to utilize appropriate assistive technology to meet the educational needs of students with disabilities within the least restrictive environment. The use of assistive technology enables educators to adapt content and activities within the curriculum to meet the specific needs of students, and it promotes learning, self-confidence, independence, and a higher quality of life for students with special needs. This chapter explores how educators can utilize assistive technology in the general education classroom setting to support students with disabilities, specifically those with sensory, motor, and cognitive limitations. Diverse types of assistive technology devices that students with disabilities can use to overcome barriers to written language, reading, listening, memory, and mathematics are discussed.

Planning Strategies for Students with Special Needs: A Professional Development Activity

2004 ◽  
Vol 11 (3) ◽  
pp. 146-154
Author(s):  
Amy R. Brodesky ◽  
Fred E. Gross ◽  
Anna S. McTigue ◽  
Cornelia C. Tierney
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
National Level ◽  
Learning Needs ◽  
Students With Special Needs ◽  
Development Activity ◽  
Professional Development Activity ◽  
General Education Curriculum ◽  
Education Act

In today's mathematics classrooms, teachers are confronted with an increasing range of learners, including students with special needs. On the national level, 13.2 percent of students have identified disabilities. This translates to 6,195,113 students, a jump of 30 percent from 1990 to 2000 (National Center for Education Statistics 2001). The Individuals with Disabilities in Education Act of 1997 (IDEA) mandates that students with disabilities have access to the general education curriculum. This legislation has led to an increase in the number of students with disabilities who are included in regular education classes. Many classroom teachers feel overwhelmed by the challenges of responding to the learning needs of all their students. We often hear teachers say, “I want all my students to be successful in math, but I'm not sure what to do. I don't have training in special education and I don't have much support.”

Artificial Intelligence Technology to Help Students With Disabilities

2021 ◽  
pp. 238-255
Author(s):  
Rashi Kohli ◽  
Sparsh Phutela ◽  
Anchal Garg ◽  
Mark Viner
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Learning Needs ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Artificial Intelligence Technology ◽  
Special Learning Needs ◽  
Exceptional Learners ◽  
Recognition Learning

This chapter reviews current and future artificial intelligence (AI) to meet the needs of numerous students with special learning requirements. The current AI technology and AIEd Models are explored with the better diagnosis there is need to improvise the process of learning by interventions and making it efficient in a playful manner. The chapter caters to the various existing software's for the purpose and how they can be improvised in future. AI focuses on creating technology to perform functions like speech recognition, learning, and problem-solving. The technology has been widely spreading, and many AI tools have been developed to cater to the needs of exceptional learners within the classroom. The technology has developed interactive programs that help classroom teachers in differentiating instruction in the classroom. This chapter highlights the current analysis of the AI and AIEd models that have helped students with special learning needs. Furthermore, it also highlights the functioning of the AIEd model as well as how AI can help instructors and learners learn differently.

scholarly journals Current Situation and Prospect of Inclusive Physical Education in Mainland China

2011 ◽  
Vol 17 (1) ◽  
pp. 31-36
Author(s):  
C.X. LI ◽  
K.L. SAM
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Mainland China ◽  
Adapted Physical Education ◽  
Regular Classroom ◽  
Short History ◽  
Special Schools ◽  
Students With Special Needs ◽  
Current Structure ◽  
History Of

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Methodologies such as literature, investigation, and logic analysis were employed in order to examine the developmental status and challenges of inclusive physical education in mainland China. The result indicated that short history of legislations and polices for inclusive physical education, the passage of “Learning in Regular Classroom” led to the revolution of current structure of instructional placement for students with disabilities, and then bring with the possibility of inclusive physical education. The current structure of instructional placement for students with disabilities shows the concurrence of three states (A, B and C, see Figure 1) which provide some students with special needs to stay at the special schools rather than putting all of them at regular educational settings without support. The philosophy of inclusion is not only including students with disabilities into the regular classroom, but also preparing the supporting services. Placement with supporting service is, however, a big challenge that confronts inclusive physical education in mainland China, supporting service such as lack of a large number of qualified adapted physical teachers, pressing needs to construct inclusive and social or personnel circumstance to include people with disabilities, and adapted physical education programming are not well prepared. At the end of this article, suggestions for conquering these challenges were also provided. 本文運用文獻法，調查法等研究方法，目的在於探討大陸體育融合教育的發展現狀以及對策。結果發現，大陸融合體育教育立法或政策的歷史並不悠久，“隨班就讀”政策的提出改變了教育體系的架構，為融合體育教育的執行提供了可能。目前對於特殊學生的安置體系共有三種方式(即Ａ，Ｂ和Ｃ，參見圖1)。融合體育教育的精髓在於為得到安置的特殊需要學生提供支援，然而這也是目前大陸融合體育教育所面臨的主要挑戰。這些挑戰包括師資數量不足，個人及社會尚未形成良好的對殘疾人的接納態度，以及融合體育課程尚不夠完備。文章的最後提出了應對挑戰的建議。

Middle School Students with Exceptional Learning Needs Investigate the Use of Visuals for Learning Science

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Robin Ward McCartney ◽  
Donna Dugger Wadsworth
Keyword(s):  
Students With Disabilities ◽  
Learning Needs ◽  
Evidence Based ◽  
School Students ◽  
Construction Of Knowledge ◽  
Personal Perceptions ◽  
Is Theory ◽  
Visual Graphic ◽  
Enhanced Learning ◽  
Positive Results

A visual instructional tool that is theory-driven and supported by evidence-based research is used to support student learning and information-processing. The graphic organizer has enhanced learning in Science Education as well as Special Education, emphasizing the construction of knowledge with meaningful sequential relationships rather than memorizing isolated fragments of information. Students construct a visual schema that represents a system of interrelated concepts and icons created by the learner. This article provides a description of a qualitative application of how students with disabilities are able to represent their ideas by assimilating subject matter and their personal perceptions of content by drawing pictures connected to concepts within the visual graphic. Positive results were documented in this study.

Challenges of Urban Educators in Implementing State Standards for Students with Disabilities

2021 ◽  
pp. 001312452110045
Author(s):  
Elizabeth D. Cramer ◽  
Rosalia F. Gallo ◽  
Catherine Salum ◽  
Lorena R. Munoz ◽  
Cynthia Pellegrini Lafont ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
State Standards ◽  
Learning Needs ◽  
Struggling Learners ◽  
Effective Implementation ◽  
Lack Of Information ◽  
Diverse Backgrounds ◽  
Information Research ◽  
Urban Educators

A lack of information, research, and teacher training exists on the effective implementation of Common Core State Standards (CCSS) or other state standards for struggling learners. The pace and standardization of the curriculum are often at odds with the unique learning needs of students from diverse backgrounds. Researchers in one large urban school district conducted a series of focus groups with special educators to identify their perceptions of these standards and the training needs associated with effective implementation of the standards. The results revealed a pressing need for professional development to facilitate effective implementation of the standards for struggling learners in urban settings. Implications for teacher preparation and urban education are discussed.

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