I have always been fascinated and frightened of what life would be like to experience without being able to see clearly, or without being able to see at all. Just as strange as it would be to not hear, blindness and deafness would impact every single element of my daily life, and it is so imbedded and automatic for my senses, having never been without, that the adaptation would be distanced and deadened.
On the bright side, there are so many new technologies coming forth, that are designed to assistive with such sensory impairments in the educational setting. The first device discussed in the vides was the handheld video enlargement devices, make for people with limited vision, or minor vision impairments to have portable devices to assist. There handheld devices include CCTV’s, closed captioned televisions for hearing impairments, and enlargement screens with different sources of light enhancements. If I were to develop visual or hearing loss, it would be assuring to know that such devices existed, devices that were convenient and portable, that could assist with different life situations that had originally been quite simple.
Another device mentioned in the short videos, was the Braille Notetaker, which is a technologically compound pocket pc, providing levels of Braille assistance, from general word, to Translator/Keyboard, to advanced communication devices with ports and computer capacities. This is amazing, that we can help to blind to have quicker access to understanding surrounding information. If I were to lose my vision, this device would take some getting use to, since most of the written communication is felt through bumps, but it would be workable and applicable to many parts of daily life and living. Just as the average person uses a modern cell phone to constantly upgrade information, a blind person can also have this access through there means of reading and comprehending the visual. It would be so difficult, but to think of how much worse it would be without these growing potentials.
The next device discussed in the videos, where the Laptop/Braille Display Screen Reader and Screen Enlargement Program. This amazing device gives visually impaired students access to Braille textbooks, leisure books, and supplied internet access Braille translation. Absolutely mind blowing to think that now students that are blind can participate almost on the same cognitive thinking level as other classmates, allowing for similar brain development and organization that otherwise cannot be stimulated. Having the ability to research independently and to follow along with internet classroom work, will be life changing for visually impaired students of all ages. Again, to experience blindness would be devastating, especially since I love books and art. And I can imagine following into dark places of visual voids, which would take tremendous amounts of strength to adapt to, especially when I had once known the visual world, but at least with devices like these laptops, blindness is no longer limited by a certain number of printed text, and the information webs for them can be accessible and applicable for there research as a students and continual rituals for adulthoods.
As a lover of the arts, the last device discussed in the videos really shined a ray of hope for the creative minds and lowers of nature and visual arts who suffer from a visual impairments; it is the Tactile Image Enhancer, which is designed for graphic expansion of education for the visually impaired through a technology where images can be copied in a short amount of time and transposed to a Braille like replica of the original image. It is almost unthinkable, to imagine someone creating something so seemingly impossible. The device could copy in ten minutes visual images, allowing blind students, for the first time to experience visual arts and designs. The level of thinking that art and design bring out would be aligned as the other students are learning, and the visually impaired can continue to creative and develop on different cognitive levels. This device would also be a light shining at the end of the tunnel, for visually impaired, and for me, if I were to lose my vision. Again, like Braille, it would be different, difficult, and challenging, but with the right focus and mind frame, imagination and creativity can continue to blossom.
In Chapter Seven of the text, we meet Betsy Taylor in the “Assistive Technology Snapshot”. Based on Betsy’s educational and communication needs, discuss some of the possible accommodations and assistive technology devices or programs you might use to support her classroom needs (further than the ones suggested in the case study). Further, evaluate the IEP team’s decision to use a fixed-display communication board and discuss if you feel this is an appropriate device or if you feel other AAC devices should be explored and why. Lastly, discuss ways the device you are suggesting or supporting could be used in the context of classroom activities.
One device that I have found through research to be effective for children with autism is the I pad. It is compact, portable, diverse, efficient, and innovative. It has changed several young lives. The different applications in I pads allow children to discover communication methods and organized through processes together. The I pad has caught the attention of many young autistic children, and had mind-blowing effects. I feel that in ways it can increase communication skills and calm the unsteady anxiety of Betsy’s case, because it would give her something more accessible and personal that she could work with and adapt to, and discover perhaps ways that work for her understanding, and having that at hand in a classroom could bring comfort and calmness.
In the YouTube Video,
Gage Speaks: How an iPad and Innovative Thinking Gave Voice to an Autistic Child, a young boy gage is severely autistic, but after undergoing ABA Therapies, and extra teaching assistance, he has a therapists that works with him for extra hours of the day, pre kindergarten, with hopes to help him adjust to school when the times come. When they discovered Gage’s response to the I pad, his parents purchased one, and in no time, he was changing and solidifying and communicating and resting. His mother says, “Within six weeks of having the I pad, it was like something had clicked in him, and the I pad brought everything he had been learning together to a point where he could understand it at a pace to go over and over it again when needed.” Gage continued to grow and develop and amaze his teachers and parents.
As far as the IEP team’s decision to use a fixed-display communication board, I feel that there are simpler, less expensive, and more dynamic ways of achieving the picture sequencer, with something more simple and adaptable like the I pad. The fixed-display communication board would be much more limited in its capacities, and more expensive and less portable. Like they mentioned, she would have one at home as well, and later transition to a more advanced machine. The I pad seems more economical and more capable of providing different varieties of communication methods including pictures. For classroom activities, the ipad would be less distracting and more portable and adjustable. It would fit perfectly in a classroom setting, just like an electronic notebook, and eventually should be considered for all children in the classroom, maybe once they get more and more less expensive as they are getting less new. It also has a long battery life and is durable and directional.
For a case such as Betsy, with high intense emotional tantrums, and mood swings and shifts, the appropriate devices could range over several including the I pad. There are many other AAC devices that could be considered for use in her therapy sessions, such as speech assistance machines, or musical communication devices, that could help her further with her emotional and social struggles. Even computer programs that gave her feedback and communicated and helped her to find words to communicate.
YouTube Video,
Gage Speaks: How an iPad and Innovative Thinking Gave Voice to an Autistic Child. Uploaded by
Pajamasmedia on Jun 17, 2011. Website Retrieval:
http://www.youtube.com/watch?v=VZwKqEccDWY
The age of onset sensory disabilities marks a specific circumstance where disabilities develop later in life and so instead of being born with a disability the student is having to re adjust themselves to the change in there sensory perception. More sensitivity is necessary to be considered when handling students with disabilities particularly when it is onset, the teacher must consider the child and his losses and the teacher must consider the differences in a child experience prior to the onset of sensory disability to fully understand ways to utilize effective teaching methods. The textbook explains onset sensory disability a something that occurs after brain development and language development have already been processed. once the language centers in the brain are developed and with the onset of sensory for disability, and so when is the changes occur with loss of vision or hearing later in developmental phases, the teacher and students much finds ways to work together to find effective teaching methods to suite the individual and their impending circumstances. Educators must research methods for assistance and find ways to shed brightness over young students creative minds.
I really like how you elaborate on the five main components make up the complex system of rules for developing the language skills needed to communicate effectively, and the importance of these layers and how they can become a structure by which a students is able to create language expressions that are fitted and socially acceptable, and these layers are complex and take time and carefulness when unraveling. That quote is such an amazing find to use for this case scenario for Betsy and her tumultuous disability and behavioral disorder. The language skill development for Betsy will require more time and attention in order for her to have to opportunity to develop somewhere comfortably near her peer group classmates. Good pulling in the AS
Phonology, Morphology, Syntax, Semantics and, Pragmatics
According to the text (Beard, Carpenter & Johnston, 2011, p 105-106), five main components make up the complex system of rules for developing the language skills needed to communicate effectively; they are: Phonology, Morphology, Syntax, Semantics and, Pragmatics. All of these are influenced by social interaction and affected by the ability to master the structural facets of language. There are also rules that govern how spoken language is used; the three communication skills are: (a) using language for different functions – such as; greeting, informing, demanding, promising, and requesting; (b) following rules for dialogues and narrative accounts – such as conversational rules, telling a story, appropriate use of nonverbal signals, personal space between speaker and listener; and (c) adapting or monitoring language according to the expectations or needs of a listener or situation – such as speaking differently to a teacher than to a peer (p 106). Of course, the above-stated rules can be different for those who speak different languages or have different cultures.
I really got impressed by the initial quote following opening sentences, "Nonetheless language is not simple at all; in fact it is the most complex skill that a human being will ever master," (Literacy Instruction for Individuals with Autism, 2012). It is not absolutely overlooked in modern society the importance of creativity and intricate involved and assisted language development for a growing mind and spirit. When I hear about more and more native language being discovered, and the massive varieties of different languages throughout the globe, it is really fun to connect the development of the different halves. I recently read in an article that western languages uses the left hemisphere, where eastern languages develop in and occupy the right hemisphere, and hence the reason it is easier for me to learn Spanish or French, having English as my first language, than it would be to learn Swahili or Thai.
thank you
Megan Smith
Really got impressed by the initial quote following opening sentences, "Nonetheless language is not simple at all; in fact it is the most complex skill that a human being will ever master," (Literacy Instruction for Individuals with Autism, 2012). It is not absolutely overlooked in modern society the importance of creativity and intricate involved and assisted language development for a growing mind and spirit. When I hear about more and more native language being discovered, and the massive varieties of different languages throughout the globe, it is really fun to connect the development of the different halves. I recently read in an article that western languages uses the left hemisphere, where eastern languages develop in and occupy the right hemisphere, and hence the reason it is easier for me to learn Spanish or French, having English as my first language, than it would be to learn Swahili or Thai.
Also like how you brought in the" positive relationship importance promoted by relevant and rigors" and how this can assistive with developmental and social disabilities and requires most nurture, care, and attention in order to develop the complexities in the right direction.
Journal 6
Reflect back to when you first started this course, and explain what you knew about assistive technology and students with disabilities. Then, read your journal entries from the past five weeks. What have you learned in this course? Did it meet your expectations? Why or why not? How do you think this course can be applied to your current and/or future work? Is there anything you would like to learn more about regarding assistive technology and supporting learners with disabilities?
For the first week of this course we were studying the UDL, RTI, and AT, which are all very technical terms associated with many other technical terms that define laws and adulterations of the education systems currently changing and the impacts of technology and changing regulations. This part of the course was very tedious for me, but I was surprised by how much I had written and remember the terms for a former class, particularly RTI and the importance in the education system. I did not know much about AT or disabilities in connection to the UDL. A lot of information however, was new and changed my perspectives.
In the second journal, which having gone through so much this month I had hardly remembered writing it, was titled, Changing the Long Road Traveled, and this part struck me:
There was a particular course my senior year, and it was an advanced non fiction writing course, and it was one of the most amazing courses and the books we read as groups changed my perceptions of mental illness and schizophrenia and other dangerous brain conditions. The first book was titled, Sincerity and Authenticity, and it was constructed on the principal that brain disease is in most case a direct link to artists and musicians. I remember it discussing how young artists can be severed at an early age, where in the brain disorder begins to manifest. I recall that a lot of the instances happened in early childhood and usually through some sort of dramatic incident. It is almost as though the artist, as creative individual usually are prone to autistic behavior and personality splits, and in the worst cases multiple personality disorder and schizophrenia. I recall discussions about how the artists subjectivism and elusiveness can often be dreadfully difficult to endure amongst masses and industrial societies. The book was practically appealing to me by the positivism they finally had handed back to individuals with learning disorders. The correlation I am finding so fascinating is that the AT can access more information about the brain and what is physically happening to children with different disorders similar to my example. It is very empowering to know that I can have access to tools that could potentially save a young child’s adolescence. Instead of instilling fears and definitions, there would be more opened potentially for unraveling skills they never knew they had.
I was really drawn back to myself writing this statement and feeling the passion to unravel the mysteries of mental illness and behavioral disorders, and I remember feeling, when I wrote this, feeling that all of the children that I had ever met in my life with autism, had at some level amazed my attention and affectionately shared kindness and curiosity. And as we got further into this course, and began to discuss disabilities such as mental illness and autism, I learned what a bright future it can entail with the potential revolutions that technology and has and will continue to bring. I could in a sense, see a light at the end of the tunnel of the education system for America, after learning about its downfalls and educational struggles as a nation.
As the course continued with studied more and more about mental development disabilities, and in particular, I was able to research more about autism and the changes that had come for these children. Being a musical person, I noticed it was common for autistic children to be draw to music of some sort of medium, and to beagle to interpret and understand, and even imitate it, and once we discuss AT technology devices available to students and children with these disorders, I became more exited and fascinated. I had always thought that I would not deal with disabilities as much since I was focusing on higher education and I had just assumed that the majority of problems where with younger classes. Amazed, however, to learn that higher education and technology have worked in a symbiosis to allow for opportunities for students with mild to even severe learning disabilities.
Technology and innovations have broken through the surface of the ice for disabilities and called for it to be reconsidered more positively and individual, and this was such an amazing breakthrough to learn about.
Final I was amazed again with the materials and videos for week 5, and learning of how far we have come for the visual and hearing impaired, in having devices that are convenient, cost effective, and portable, becoming accessible currently and changing the barriers and limitations from older education systems. And I learned in this course that there was so much about the education system and AT technology that I knew nothing about, and know now that it will be part of higher education, and I will be dealing with more students that come from this background of disorder or disability. I learned technology is sweeping the old floors fast and changing our capacities in education like never before.
College Course Title: Musical Methods and Interpretations
Lesson Plans and Objectives:
Students will find three pieces of original music, and through examination of the music, they define and describe how the methods of the music became rooted to different cultures. They will have access to the virtual piano on the Ipad, and after researching and hearing the original pieces, the students will find a simplified way to recreate the melody of the piece, and also they must bridge the song through the virtual piano. The virtual piano gives measures and tones found on a full sized grand piano, and through listening over and over again, the student will find the framework of the piece and play it through the virtual piano. The key here, is the simplicity, what did the composer begin with? What was the original outline? Students are expected to use their imagination and ingenuity, but have ultimate access to practicing and recreating sounds.
The students can access any classical piece and its performance, either you tube browser, or other video viewers, and the students will study the mannerisms of the modern performers recreating the pieces. they will have time at home and during part of class to view videos through ipads. They will eventually present the video to the classroom, pausing at different moments, to remark on idiosyncrasies or techniques the musicians use. The students must dig very deep for this part of the assignment, the observations must be educated and sound. They must discover something hidden to the average eye after only viewing the piece one, and by watching repeatedly, with concentration, an expert can observe much more than average.
When I was completing my undergraduate degree at the University of Iowa in 2002, I had studied many liberal arts, including philosophy, creative writing, poetry, playwriting, drama performance, musical courses, and it was absolutely phenomenal as an experience, (this is before I truly understood then job market was non existent, and that they had replaced writer with computers), but I would never take back the experience or change what I studied. There was a particular course my senior year, and it was an advanced non fiction writing course, and it was one of the most amazing courses and the books we read as groups changed my perceptions of mental illness and schizophrenia and other dangerous brain conditions.
The first book was titled, Sincerity and Authenticity, and it was constructed on the principal that brain disease is in most case a direct link to artists and musicians. I remember it discussing how young artists can be severed at an early age, where in the brain disorder begins to manifest. I recall that a lot of the instances happened in early childhood and usually through some sort of dramatic incident. It is almost as though the artist, as creative individual usually are prone to autistic behavior and personality splits, and in the worst cases multiple personality disorder and schizophrenia. I recall discussions about how the artists subjectivism and elusiveness can often be dreadfully difficult to endure amongst masses and industrial societies. The book was practically appealing to me by the positivism they finally had handed back to individuals with learning disorders.
Imagine being a parent or just a young child and being told that life can never be the same for you, and that growing up would require additional tutor and speed therapy specialists. Psychology and Psychiatry had also been very dark and demented to me, and I grew up fearing through my adolescence that I could have inherited serious mental illness from both sides of my gene pool. I remember being in so much fear through adolescence, and finding myself paralyzed in social situations and awkward with maintaining ordinary groups of friends. As I have grown older, and learned to forgive the demons of my youth, in hindsight I can see how a lot of it was my own attitude and outlook that caused my social distortions at an early age. Then I have to forgive myself for being so dark, dramatic, and depressing. Who really likes to hang out with people whom are hopeless and morbid? But I have to forgive myself for now knowing any better, and not having the right support from my loved ones and surroundings. The psychology and psychiatry that I had read implanted fear and a dismal sense of sadness and indifference. The depression of my adolescence got to be so alienating that I developed a chronic depression, and even to this day I have problems with chronic depression spells.
I tried a lot of holistic recommendations first, no luck. I would go to school, music class, round maybe drama practice, and then I would go straight to my room and sleep have way through the weekend, waking up only or eat, and with very little appetite when I was sad, I would quickly lose lots of weight and just be lifeless and somber. When I realized that I was my own worst enemy I have to forgive myself for my attitudes because those feelings came from the labels, stereotypes, and awkwardness’s I had been taught about brain diseases at an elementary level that limited hopes and possibilities. I am one of many examples of the strugglers in the big crowd of humanity. To fix my condition I began to take Prozac at age 18, and have up until now, and am 32.
The correlation I am finding so fascinating is that the AT can access more information about the brain and what is physically happening to children with different disorders similar to my example. It is very empowering to know that I can have access to tools that could potentially save a young child’s adolescence. Instead of instilling fears and definitions, there would be more opened potentially for unraveling skills they never knew they had.
The first new big idea introduced to me through this text and course was the Assistive Technology. It seemed to me, the term, the be of great importance for this course and revolve around most of the lessons taught for this course, Assistive Technologies (AT) are concepts or devices used to assist various student with difficulties or disabilities that keep them from keeping up with the other classmates. As technology is continuing to develop at a rapid pace, it is unfolding and growing continually, as we dive deeper and further into the future evolved technology driven society. Assistive technologies have been facilitated to all types of ages and lifestyles.
In the textbook, a passage regarding assistive technology continuum, author states, “Assessing the needs of the individual student improves the chances that the correct device will be used to improve student outcomes. AT assessment should determine what combination of specific technology and services would best meet the needs of the individual student,”(p.10). It continues, “One effective method of visualizing and understanding the range of the various types of AT is to think of AT on a continuum. This continuum provides a range of consideration for AT devices varying from no tech to light tech, to high tech,”(p.11). Therefore, the development of these technologies are continuing to unravel new ideas and new devices to assist people of all sorts of types and environments. Whether the assistance is a piece of metal or a concept and consideration, the awareness and acceptance of disabilities is growing into a multifaceted element of our culture and education system. As a future educator for higher education and higher learning there will be a broad range of techniques and devices that AT offers that can be applied to higher level education. Students are still the same no matter what age group, and there are things educators can do to help with these various differences. Students with all types of intelligences can utilize AT concepts and devices to make there academic experience as adaptable as possible. As a future educator I will need to keep informed of potential upgrades and advances that technology can quickly bring forth. Ultimately, educators must take the time to get to know there students so that they are aware of potential struggles or differences amongst them. In additions to getting more opportunities out of the education system, the students facilitating the various ideas or devices can walk away with greater knowledge and understanding levels. Not every device or concept may suite each individual, but as we continue to test various effects of AT devices, we are working towards upgrading and continually creating new strategies that may assist various students struggling. In the textbook, it states, “AT can open a new world for students in inclusive settings, as well as for adults throughout the life span. AT makes it possible for students with disabilities to access the general education curriculum and be successful learners. Many professionals seek a merging of educational technology with AT to make learning accessible and reach a diverse student population (Cavanaugh,
2007),”(p.5). For students in higher education courses, AT will revolutionize the amount of people that are able to get degrees at a higher level. Adults will benefit through out their lifetime and not just be assisted with childhood and adolescent struggles. AT will be the beginning of many doorways of opportunities for all intelligences and skill sets amongst college level courses, children entering adulthood in some small degree, and AT has many elements available, and it is changing and growing more each day. The textbook spend several pages thoroughly explaining the layers of AT, it listed laws that are applied, and gave the technology much attention.
The next big idea mentioned in our readings was the Universal Design for Learning (UDL). The Universal Design for Learner, is a layer in addition to AT, that was introduced in chapter 1, and discussed in further details in chapter 2 of our textbook, and seems to be of great importance for the development of future students and AT techniques or devices. UDL is describes as an architecture, influenced by cognitions and neurosciences studied, an architecture that accesses more gateways for current students and students of the future. UDL accesses all types of assistive technologies and assessment measurements, when determining what is best for different types of students from different types of backgrounds. The textbook states, “As UDL relates to education, it is a means to adapt—for all learners—all materials, methods, strategies, and delivery of instruction and evaluation instruments that are accessible and without barriers. In essence, educators can design appropriate educational programs so that all students have access to successful learning,”(p.28).
The key term ringing here is the successful learning, that is UDL was ultimately designed to assure success for all types of students with all types of skill sets. UDL disables many blockages for individual with disabilities by opening the potential for growth, change, and development through tests and technological advancements. The textbook defines meanings, “The framework for UDL, as it relates to education, can assist educators to know and understand that materials used within a curriculum are barrier-free, and options to access and use them to engage learners will lead to a better learning environment for all students (Hitchcock, Meyer, Rose, & Jackson,
2002; Meyer & Rose, 2002). Within this framework, materials that are universally designed enhance the education of all students (Hitchcock, 2001),”(p.27). Therefore, UDL is a framework, for educators to access when understanding students diversities in the classroom, that can ultimately lead to successful learning and understanding for the entire student population. As for higher education, it seems the UDL, is new and un-chartered territory. It has been discussed and debated and is currently undergoing developments. As a future professor for education at a higher level, the UDL will continue to adjust with new innovations and technologies, and mostly likely, will be of great importance for higher education in the very near future. Especially since AT will allow many more people to achieve levels of higher education, and we will absolutely have more of these brave people in our college courses of the future.
Another reason that UDL seems so important to the course, and is a key player in the part of the motivation to adjust and improve the education system in America for current and future students. UDL is an evolving framework for determining measurement and methods of lessons and assessments, never limiting itself to any regular standard. The science and study of neuroscience have recently influenced the UDL framework, and has proven through observations that vast arrangements of individuals intelligences, that can be concretely observed through continual studies of brain functions and activities. UDL will continue to grow and challenge conventions, but it does this with the intention of giving all students equal and fair opportunities in academics.
The third topic/ or big idea discussed in our readings would be the Response to Intervention (RTI), and seemed important for the course in many senses, but most of all the RTI is directly connected to the success of UDL. The textbook states, “Best practices dictate that every school should have a process for considering what might be impeding the learning of a student. This process includes a team of professionals who comprise a referral team. These teams design educational supports for students who are low achieving or who have behavioral issues that are interfering with academic achievement. Response to intervention (RTI) is one method of providing these supports. RTI presumes that the student has been exposed to high-quality, evidence-based instruction and behavior supports in the general education setting,”(p.29). The RTI is an attempt to capture problem areas and struggles for students early on in the curriculum, so that things can be adjusted with the lessons to assure better comprehensions going forwards. It operates like a warning system, to alert the educators of adjusts they can make in their lesson plans to assure continual success for all students learning. The process of RTI is broken into three to four tier systems, where students struggling are given more attention by uncovering early in the lessons, problems with the lesson planning that may need to be adjusted to meet the various levels of individual with disabilities, and assure them success for their education and future. Since my ambitions are not towards teaching K-12, but rather a college level, the RTI may never effect me as a professor directly, but the concepts and ideas can assist me towards becoming a more successful teacher, by learning about individuals, offering early short tests to find problem areas for the lesson plans or the students. Therefore, it is essential for me to understand the importance of RTI, while recognizing the connections between UDL, RTI, and AT. In the textbook it states, “UDL and RTI can mesh with each other to provide a basis for meeting the needs of all students within a general education classroom. The UDL concept can provide an environment and accessible curriculum materials to accomplish the goal of RTI and a means to access the general education curriculum. Again, AT can be a vital support for students who need more intensive instruction, ”P.(29). RTI is a method to early identifications of struggles, to which them educators can determine what measurements or changes to make to avoid failing and assure successful learning for all students.
Beard, L.A., Carpenter, L.B., & Johnston, L.B. (2011).
Assistive technology: Access for all students (2nd ed.). Boston: Pearson.
One of the most fascinating elements about reading through the new materials and watching audio presentations about assistive technology and disabilities is that it is amazing and moving how progressive and expansive the developments have been. With the help of technology and innovative thinkers, methods and mechanics, have evolved quickly and changed in so many amazing and wonderful ways, that have opened opportunities for children and young adults with disabilities and differences. Challenges that separated these types of students are severed with assistive technologies, elements like mobile wheelchairs and computers with all sorts of different alternative features have made it possible for different disabilities to blend and function among other peers and students.
In one article titled,
Mainstreaming Disabled Students: Creating an Inclusive Learning Environment, by Stephanie Torreno, it explains, “Since classroom teachers need training and ongoing support to effectively teach many types of learners, they must meet regularly with inclusion specialists. Inclusion specialists assist teachers in making accommodations and modifications for students with special needs. A student with severe reading difficulties, for instance, can have a peer tutor read to him or listen to books on CDs. To help a student with ADHD transition to another activity, a teacher can ring a bell to cue him or her. Students who are deaf require a sign language interpreter to translate the teacher's instruction.” It continues, “Inclusion not only benefits children with disabilities; it also benefits other children and teachers. Integrating students with disabilities into mainstream classrooms allows typical children to learn about various types of disabilities and to appreciate similarities and differences in people. Parents of typical students notice that inclusion of children with disabilities encourages their own children’s learning. In addition, teachers become better educators by learning to instruct different kinds of students. Inclusion can prompt teachers to use more creative methods, such as cooperative learning and teaching to children's different learning styles, which enhances all students’ learning,”(Stephanie Torreno). So it seems for educators that they may need to put in the extra effort to assure an understanding of disabilities and to be guaranteed methods to use in order to integrate students to a better focus and alternative structure of education that work for all students to better their experiences. When the activities are diversified, I have learned, that all students tend to be more responsive and more attentive. So this whole process of changing lesson plans and other methods not only allows students with disabilities to blend and function with the groups, but it also allows the groups to more inclusive and interactive.
Another article that I impacted me was from the National Assistive Technology Technical Assistance Partnership (NATTAP), on the Distance Education and Accessibility Resources Guide, and the article was regarding higher education and assistive technology. “At Oregon State University’s (OSU) Center for Technology Access, Director Ron Stewart notes that providing adaptive information technology equipment and software to more efficiently access online curricula and information is not as costly as originally perceived. OSU conducted a study of the cost of assisting a student who is blind through a four-year degree program. What the institution found was that without adaptive technology, the cost averaged nearly $10,000; with adaptive technology, the cost was only $1,500. As Norman Coombs reveals, "not only does adaptive technology provide the student with more independence and better prepare the student for the workplace, but adaptive technology is cost-effective for the university" (Coombs, N. "Universal Access with Adaptive Technology Discussed at 14
th CSUN Conference."
Library HI-Tech News, August 1999, 15),”(Distance Education and Accessibility Resource Guide Outline Introduction). Here in this article that make very strong points about the positive effects of the AT. For one, in this case, of higher education, the Introduction brings about the idea that these new developments will actually prepare students for the real working world, and teach them essential life skills. Here again, all students are benefiting with new technologies, not just the disabled, and without a doubt these changes are progressive and there are more changes to come very soon. Another element mentioned in this introduction, were financial elements of the changes, and as it mentioned it was actually more cost effective with adaptive technologies for university levels. Reading about this was quite phenomenal, growing up being pegged as an ADHD child, I truly feel that all people, no matter what disability or flaw they may possess, should still be encourage to achieve higher education, and there should be no intimidations that will stand in the way of dreams and prospects.
One of the most fascinating elements about reading through the new materials and watching audio presentations about assistive technology and disabilities is that it is amazing and moving how progressive and expansive the developments have been. With the help of technology and innovative thinkers, methods and mechanics, have evolved quickly and changed in so many amazing and wonderful ways, that have opened opportunities for children and young adults with disabilities and differences. Challenges that separated these types of students are severed with assistive technologies, elements like mobile wheelchairs and computers with all sorts of different alternative features have made it possible for different disabilities to blend and function among other peers and students.
In one article titled,
Mainstreaming Disabled Students: Creating an Inclusive Learning Environment, by Stephanie Torreno, it explains, “Since classroom teachers need training and ongoing support to effectively teach many types of learners, they must meet regularly with inclusion specialists. Inclusion specialists assist teachers in making accommodations and modifications for students with special needs. A student with severe reading difficulties, for instance, can have a peer tutor read to him or listen to books on CDs. To help a student with ADHD transition to another activity, a teacher can ring a bell to cue him or her. Students who are deaf require a sign language interpreter to translate the teacher's instruction.” It continues, “Inclusion not only benefits children with disabilities; it also benefits other children and teachers. Integrating students with disabilities into mainstream classrooms allows typical children to learn about various types of disabilities and to appreciate similarities and differences in people. Parents of typical students notice that inclusion of children with disabilities encourages their own children’s learning. In addition, teachers become better educators by learning to instruct different kinds of students. Inclusion can prompt teachers to use more creative methods, such as cooperative learning and teaching to children's different learning styles, which enhances all students’ learning,”(Stephanie Torreno). So it seems for educators that they may need to put in the extra effort to assure an understanding of disabilities and to be guaranteed methods to use in order to integrate students to a better focus and alternative structure of education that work for all students to better their experiences. When the activities are diversified, I have learned, that all students tend to be more responsive and more attentive. So this whole process of changing lesson plans and other methods not only allows students with disabilities to blend and function with the groups, but it also allows the groups to more inclusive and interactive.
Another article that I impacted me was from the National Assistive Technology Technical Assistance Partnership (NATTAP), on the Distance Education and Accessibility Resources Guide, and the article was regarding higher education and assistive technology. “At Oregon State University’s (OSU) Center for Technology Access, Director Ron Stewart notes that providing adaptive information technology equipment and software to more efficiently access online curricula and information is not as costly as originally perceived. OSU conducted a study of the cost of assisting a student who is blind through a four-year degree program. What the institution found was that without adaptive technology, the cost averaged nearly $10,000; with adaptive technology, the cost was only $1,500. As Norman Coombs reveals, "not only does adaptive technology provide the student with more independence and better prepare the student for the workplace, but adaptive technology is cost-effective for the university" (Coombs, N. "Universal Access with Adaptive Technology Discussed at 14
th CSUN Conference."
Library HI-Tech News, August 1999, 15),”(Distance Education and Accessibility Resource Guide Outline Introduction). Here in this article that make very strong points about the positive effects of the AT. For one, in this case, of higher education, the Introduction brings about the idea that these new developments will actually prepare students for the real working world, and teach them essential life skills. Here again, all students are benefiting with new technologies, not just the disabled, and without a doubt these changes are progressive and there are more changes to come very soon. Another element mentioned in this introduction, were financial elements of the changes, and as it mentioned it was actually more cost effective with adaptive technologies for university levels. Reading about this was quite phenomenal, growing up being pegged as an ADHD child, I truly feel that all people, no matter what disability or flaw they may possess, should still be encourage to achieve higher education, and there should be no intimidations that will stand in the way of dreams and prospects.
There were several passage through out our textbook, but in particular, this paragraph really stood out to me, “The Internet became a great source of information beginning in the 1990’s. Individuals from all walks of life now use it. The Internet provides the most up-to-minute information on everything from news developments to books, to order from online companies. Today’s interactive forms of pictures, cartoons, and audio programming make the Internet a useful teaching tool for the classroom facilitator. The Internet can be a wonderful tool for accessing information for individuals with disabilities, in addition to using the AT devices and software that offer the best opportunities for information retrieval in an inclusive setting,”(p. 180-181). The reason this rang so much to me is due ultimately to the fact that the internet has not only changed our daily lives in a instant, but allow the opportunities for students with disabilities, in particularly students that may need to be taught from home. The Internet allows more interaction with peers and more access to more information. The Internet has really changed our world, and this is just the beginning of the times to come. Nothing can be the barrier, distance and transportation are no longer barriers, and struggles with social skills and other life elements are no longer blocking opportunities. We have evolved globally so much just in 20 years, the internet has sped everything up, and it will be interesting to see what the next 20 years will do for our world and especially our education system.
As a student myself aspiring to teach arts in higher education, the technology will only make things easier and simpler. Students with disabilities will be attending higher education classes, and I will be able to access all the available elements to make their opportunities the best they can be.
Beard, L.A., Carpenter, L.B., & Johnston, L.B. (2011).
Assistive Technology: Access for all Students (2nd ed.). Boston: Pearson.
Mainstreaming Disabled Students: Creating an Inclusive Learning Environment.
Written by: Stephanie Torreno. Edited by: Sarah Malburg. Updated: 6/5/2012.
National Assistive Technology Technical Assistance Partnership (NATTAP).
Distance Education and Accessibility Resource Guide Outline, Introduction.
I have always been fascinated and frightened of what life would be like to experience without being able to see clearly, or without being able to see at all. Just as strange as it would be to not hear, blindness and deafness would impact every single element of my daily life, and it is so imbedded and automatic for my senses, having never been without, that the adaptation would be distanced and deadened.
On the bright side, there are so many new technologies coming forth, that are designed to assistive with such sensory impairments in the educational setting. The first device discussed in the vides was the handheld video enlargement devices, make for people with limited vision, or minor vision impairments to have portable devices to assist. There handheld devices include CCTV’s, closed captioned televisions for hearing impairments, and enlargement screens with different sources of light enhancements. If I were to develop visual or hearing loss, it would be assuring to know that such devices existed, devices that were convenient and portable, that could assist with different life situations that had originally been quite simple.
Another device mentioned in the short videos, was the Braille Notetaker, which is a technologically compound pocket pc, providing levels of Braille assistance, from general word, to Translator/Keyboard, to advanced communication devices with ports and computer capacities. This is amazing, that we can help to blind to have quicker access to understanding surrounding information. If I were to lose my vision, this device would take some getting use to, since most of the written communication is felt through bumps, but it would be workable and applicable to many parts of daily life and living. Just as the average person uses a modern cell phone to constantly upgrade information, a blind person can also have this access through there means of reading and comprehending the visual. It would be so difficult, but to think of how much worse it would be without these growing potentials.
The next device discussed in the videos, where the Laptop/Braille Display Screen Reader and Screen Enlargement Program. This amazing device gives visually impaired students access to Braille textbooks, leisure books, and supplied internet access Braille translation. Absolutely mind blowing to think that now students that are blind can participate almost on the same cognitive thinking level as other classmates, allowing for similar brain development and organization that otherwise cannot be stimulated. Having the ability to research independently and to follow along with internet classroom work, will be life changing for visually impaired students of all ages. Again, to experience blindness would be devastating, especially since I love books and art. And I can imagine following into dark places of visual voids, which would take tremendous amounts of strength to adapt to, especially when I had once known the visual world, but at least with devices like these laptops, blindness is no longer limited by a certain number of printed text, and the information webs for them can be accessible and applicable for there research as a students and continual rituals for adulthoods.
As a lover of the arts, the last device discussed in the videos really shined a ray of hope for the creative minds and lowers of nature and visual arts who suffer from a visual impairments; it is the Tactile Image Enhancer, which is designed for graphic expansion of education for the visually impaired through a technology where images can be copied in a short amount of time and transposed to a Braille like replica of the original image. It is almost unthinkable, to imagine someone creating something so seemingly impossible. The device could copy in ten minutes visual images, allowing blind students, for the first time to experience visual arts and designs. The level of thinking that art and design bring out would be aligned as the other students are learning, and the visually impaired can continue to creative and develop on different cognitive levels. This device would also be a light shining at the end of the tunnel, for visually impaired, and for me, if I were to lose my vision. Again, like Braille, it would be different, difficult, and challenging, but with the right focus and mind frame, imagination and creativity can continue to blossom.
