Assistive Technology in the Classroom with Ms. Kenney was an interesting class. At first, I thought this class was unorganized and that I would have a hard time understanding the goals of the course. But as time progressed, I loved my unorganized classroom. The classroom activities, group work, projects, the use of different websites such as Wall Wisher and Glogster, sign language, guest speakers, battle rapping, and oral exams made my class experience well worth spending a Thursday evening in Proctor Hall.
I loved the way Ms. Kenney ran the classroom. The first couple of months were hard to understand but after awhile I got used to it. I loved Ms. Kenney's method of an exam. She stated that she hated giving tests and taking them so why would she give us an exam when there are other ways to access the knowledge of a student. The oral exam with a partner helped me learn about the different ways to assess a student.
My favorite parts of the class were the midterm project and the guest speakers. It was fun to see everyone's different projects. Even though it took forever, I can honestly say that I walked out of the classroom with knowledge of different low, medium, and high Assistve Technology devices. I also enjoyed the guest speakers that came to our classroom. It was hard to pay attention at times because it was during the week of homecoming. The highlight of that day was trying out all of the devices. My favorite device was the portable eye control device. It was really fun to actually try out the device and get a first hand experience of what individuals with physical disabilities go through.
The idea of keeping a blog for the class was entertaining. Since being at NC A&T, I was required to keep a blog for two other courses. I enjoyed writing because it made me feel as though I was writing in my own personal diary. I found this to be an assistive technology tool that I can use in my classroom if I decided to teach upper elementary grades.
Overall, I really enjoyed the course Assistive Technology in the Classroom. I enjoyed my classmates and my instructor Ms. Kenney. Before coming into this class, I have never heard the term "Assistive Technology". From leaving this class, I can tell you about assistive technology and examples. I loved the flexibility of the course and the activities that we did. As a future educator, I have learned not only how to implement Assistive Technology in the Classroom, but I have learned how to use each tool used.
Tuesday, November 27, 2012
Chapter 10: Selecting and Designing A Student's Augmentative Communication System
Augmentative communication is used to describe solutions to difficulties in communication. There are aided and unaided solutions when using augmentative communication. Aided solutions include the use of a device such as a language board or talking computer. Unaided solutions involve the use of pointing, facial expressions, or sign language. An example of an augmentative communication system is the Boardmaker. The Boardmaker is based on a system of line drawings called the Picture Communication symbols. The symbols are common nouns and verbs that are easily understood.
Chapter 9: Issues in Selection of Access Methods
Chapter 9 focuses on assistive technology decision making which is based on the concept of it is imperative to match the technology to the student. The Individuals with Disabilities Education Act (IDEA) mandates that teams responsible for developing the IEP for students disabilities consider each student's need for assistive technology devices and services. There are seven guidelines that have been developed by the QIAT Consortium. When IEP teams consider a student's need for AT, they should first make sure the AT device the student is currently using meets the need of the student. Second, all types of AT should be tried, and third , they can not make decisions without receiving more information or assistance. This chapter explained why it is important for teachers to be involved in each student's IEP process.
Chapter 8: Assistive Technology for Computer Access
Chapter 8 focuses on low-tech technology. Low tech adaptations use no electronic components and are relatively low cost items. Some examples of low-tech assistive technology devices are keyboard labels, pointing devices, keyguards, moisture guards, magnifying lenses, and equipment to position computer components. The selecting/pointing device was very interesting. This device helps students who have physical disabilities that cannot use a finger or their hands at all to press a key on the keyboard. The pointing device can be brought or can be used as a "do it yourself" (DIY) by using a homemade dowel rod. Trackballs, joysticks, touch screen devices, head-pointing systems, and the eye gaze system was also mentioned in this chapter. These devices help students who have physical disabilities, who have difficulty with fine motor control, and visual impairments.
Chapter Seven: Providing Access to Computers: Using What You Have
Chapter Seven focuses on the universal design features and other features that are provided in operating systems that are relevant to students with disabilities. The computer industry wanted to sell computers that are usable for all people. For people who use computers for enjoyment, workplace, older people, and young people.
In the reading, there are guidelines that have been incorporated in operating systems that benefit students with disabilities. The first guidelines for the principle of flexibility in use encourages designers to make products that provide choice in methods of use. This operating system feature controls the computer with a mouse or keyboard. The keyboard helps students who have poor fine motor control and limited range of motion. It also allows information by reading or listening. Text-to-speech helps students with reading disabilities. The second guideline is accommodating left-and right-handed users. Having a one button mouse helps students to use one hand. The third guideline is taking variations in precision and accuracy of mouse use. Having enlarged icons for students that have visual perceptual issues helps students. The last guideline is adaptability to user's pace. Setting the speed of the mouse travel to help students with limited range of motion is an example.
Keyboard Modification and Mouse Control:
1. Sticky Keys
2. Slow Keys
3. Mouse Keys
4. On Screen Keyboard
In the reading, there are guidelines that have been incorporated in operating systems that benefit students with disabilities. The first guidelines for the principle of flexibility in use encourages designers to make products that provide choice in methods of use. This operating system feature controls the computer with a mouse or keyboard. The keyboard helps students who have poor fine motor control and limited range of motion. It also allows information by reading or listening. Text-to-speech helps students with reading disabilities. The second guideline is accommodating left-and right-handed users. Having a one button mouse helps students to use one hand. The third guideline is taking variations in precision and accuracy of mouse use. Having enlarged icons for students that have visual perceptual issues helps students. The last guideline is adaptability to user's pace. Setting the speed of the mouse travel to help students with limited range of motion is an example.
 |
| Here is a picture of a keyboard that has been modified for a student that has a disability. Notice how the keys are colored. |
1. Sticky Keys
2. Slow Keys
3. Mouse Keys
4. On Screen Keyboard
Monday, November 26, 2012
Access to Computers: Switches
Through my research about switches, I have learned that there are many types that benefit an individual. A switch is a device for making or breaking the connections in an electrical circuit. A switch can enable an individual who lacks the fine motor control to operate devices such as toys, wheelchairs, computers, and communication devices. Individuals with cerebral palsy, spinal cord injuries, autism, and speech impairments can benefit from the use of switches. These devices can also come in different shapes, sizes, colors, and types.
There are many switches available for all types of contact and body movement. Each switch is beneficial to the simple activation of toys, operating a computer, and for daily usage such as turning on and off the lights and television, opening doors at home, and communicating. I chose to focus my research on three types of switches. The types of switches that I have chosen are the sip-n-puff switch, tongue switch, and the eye blink switch.
The sip-n-puff switch is used to send signals to a device using air pressure by inhaling or exhaling through a tube. The sip-n-puff switch is activated by the use of an individuals breath. An example of using the sip-n-puff switch is an individual using a computer. A
"puff" could generate a click of a mouse while a "sip" could mean holding down a key down on a keyboard. The user can puff out the letters while they can navigate the screen by a sip.
The tongue switch is a switch activated by pushing up or down on a short lever with the tongue, nose, chin, or finger. This device can be activated through movement. My favorite switch is the eye blink switch. The eye blink switch is activated by each eye blink or double eye blink and can control communication devices. This device is activated by a single blink of the eye! This device is an example of the equipment that was brought to us by the guest speakers. Actually having the opportunity to try the product out and research it was an amazing experience.
As a future educator, it is my job to research all of the Assistive Technology tools that are available for each type of student. I will possibly have a student in my classroom using on of these switch devices. I will be fully prepared to know how the device works and how I can accommodate my lessons and activities for my students with disabilities.
AT Switches
There are many switches available for all types of contact and body movement. Each switch is beneficial to the simple activation of toys, operating a computer, and for daily usage such as turning on and off the lights and television, opening doors at home, and communicating. I chose to focus my research on three types of switches. The types of switches that I have chosen are the sip-n-puff switch, tongue switch, and the eye blink switch.
The sip-n-puff switch is used to send signals to a device using air pressure by inhaling or exhaling through a tube. The sip-n-puff switch is activated by the use of an individuals breath. An example of using the sip-n-puff switch is an individual using a computer. A
"puff" could generate a click of a mouse while a "sip" could mean holding down a key down on a keyboard. The user can puff out the letters while they can navigate the screen by a sip.
The tongue switch is a switch activated by pushing up or down on a short lever with the tongue, nose, chin, or finger. This device can be activated through movement. My favorite switch is the eye blink switch. The eye blink switch is activated by each eye blink or double eye blink and can control communication devices. This device is activated by a single blink of the eye! This device is an example of the equipment that was brought to us by the guest speakers. Actually having the opportunity to try the product out and research it was an amazing experience.
As a future educator, it is my job to research all of the Assistive Technology tools that are available for each type of student. I will possibly have a student in my classroom using on of these switch devices. I will be fully prepared to know how the device works and how I can accommodate my lessons and activities for my students with disabilities.
AT Switches
Subscribe to:
Posts (Atom)