Assistive+Technology

The information on this page will assist teachers in meeting the needs of their students with disabilities.
 * Christi George**
 * Accessible Web Pages**

Web pages must be accessible for all types of disabilities: visual, audio, and mobility. Blindness: If images are included on a web page, the alternative text (alt text), caption, or descriptions should be incorporated. Transcripts, captions or descriptive narration should be added to multimedia. Forms should have text labels associated with each element that is to be filled. These additions will allow screen readers to verbalize picture elements. Color Blindness and Other Visual Impairments: Web designs should support texts of varying sizes without compromising the design. Individuals may increase the size of text within their browsers. Text that is an image makes it impossible to resize. Colors should also be considered when building web pages. The foreground and background colors should vary in brightness and color for easy viewing. Deafness and Other Hearing Impairments: All media with sound should have captions or a transcript. If there are error messages on a web page, the notification should be audible as well as visual. Mobility: For individuals that cannot use a mouse, navigations should be accomplished by keyboard.

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Assistive Technology for the Hearing Impaired
Assistive technology can be very beneficial to hearing impaired students within the classroom. Assistive listening devices help students that are deaf or have significant hearing loss. Types of assistive listening devices include hearing aids, amplifiers, and typing telephones. Adding captions on TV and video are also beneficial to the hearing impaired. Assistive technology is used to bring information in a variety of ways to those that would normally get information through hearing.

[|Additional Information - A GREAT read!]

iCommunicator is an assistive technology tool that is beneficial to students within the classroom. Teachers can speak into a microphone and the information is translated into words on the student’s computer screen. Along with the information being put into writing, it is also translated into sign language.

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Tara Michelle Howell: Output Communication Devices

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media type="custom" key="23419412" Assistive software, also called adaptive software, refers to computer programs designed for specialized hardware used by physically challenged people. Examples include programs for screen magnification, screen reading, speech recognition, text-to-speech, Braille __#|printers__, Braille scanners, touch screen displays, oversized mice , and oversized joysticks. Speech recognition is the ability of a machine or program to identify words and phrases in spoken language and convert them to a machine-readable format. A touch screen is a computer display screen that is also an input device. The screens are sensitive to pressure; a user interacts with the computer by touching pictures or words on the screen. Text-to-speech (TTS) is a type of speech synthesis application that is used to create a spoken sound version of the text in a computer document, such as a help file or a Web page. **Examples of Software**
 * //Keonn Nettles://**
 * iCommunicator: Assistive Technology for People who are Deaf**
 * //__Software for Special Needs Students__//**
 * Click-N-Type** is an on-screen virtual keyboard designed to provide computer accessibility to anyone with a disability that prevents him or her from typing on a physical computer keyboard.
 * DSpeech ** is a TTS (Text To Speech) program with functionality of ASR (Automatic Speech Recognition) integrated. It is able to read aloud the written text and choose the sentences to be pronounced based upon the vocal answers of the user.
 * Ginger** is just like a human reviewer; Ginger Proofreader corrects spelling and grammar mistakes based on the context of complete sentences by comparing each sentence to billions of similar sentences from the web.
 * SoundingBoard** transforms your iPhone, iPod Touch, or iPad into the latest in communication technology. In just minutes, you can create custom boards using AbleNet symbols or your own photos. It is perfect for children in special education, persons on the __#|autism spectrum__, and adults with disabilities.
 * Dragon __#|NaturallySpeaking__ 12 ** gives PC users the power to create documents, reports, emails and more – all by speaking. Fast, easy and amazingly accurate, it’s over three times faster than typing.
 * ClaroRead V6 ** is a highly effective, multi-sensory software solution for supporting reading and writing. Designed with maximum simplicity and flexibility for all ages and abilities,
 * Lightning Plus with Speech ** is designed to assist with the reading of text on-screen. Whatever appears on the computer screen can be magnified up to 36 times.

__**Steve Sawyer Assistive Technology- Technologies for Visually Impaired Students - ZoomText Recorder**__ This is a great software program that converts text from emails, websites, and other sources into audio and allows you to download the audio file directly to your computer, itunes, or __#|windows media player__ so you may listen at your convenience. Recording time generally takes about 10 to 15 seconds per page of highlighted text.

The website for this technology has a customer story that is amazing. John owned his own business designing and installing custom cabinets from entertainment centers to commercial projects. His mother had a hereditary vision condition that John inherited that made him legally blind. He is not just the owner of the business, he is the only employee and vital to the company's existence. He learned about this software and started using ZoomText Recorder and continues to use it everyday. If a computer is not available, the files can be copied to a smartphone application and you can read your files on the go. =media type="custom" key="23372898"=

=Alternative Input Devices for Students with Disabilities= By Robyn Shelton

In today's society, computers are a necessity. Computers are used in the classroom to research, write papers, and complete a vast number of different activities to enhance the learning process. In the "real world," computers check us out in the grocery store, keep up with our prescriptions at the pharmacy, provide us access to our money in the bank 24 hours a day, and even help the telemarketers call us in the middle of dinner!

Research has shown how the use of technology in the classroom increases student achievement and better prepares them for the work environment. Technology has become a MUST in the classroom today. Students with mobility impairments, students that are blind or have low vision, and students with learning disabilities often need assistance in accessing the computer. An alternative input device is any hardware or software that aids a person with a disability to interact with a computer. There are a vast number of alternative input devices available in our technology enhanced society. Alternative input devices can be used in the educational setting as well as in the work environment. The actual activity is the only part that differs. The wonderful advantage of alternative input devices is that theses devices help a person become more independent, productive, and capable to complete the task at hand.

Students or workers with mobility impairments need the most assistance in accessing a computer. There are so many diseases and disorders that can impair a person's use of the computer, so there is an abundant amount of alternative input devices for mobility issues. Some of the many devices available for students/people with mobility impairments are: There is a wonderful company that offers most of the devices listed above called Turning Point Technology. Here is the link to their products. Turning Point Technology
 * accessible on/off switches
 * flexible positioned/mounted keyboards, monitors, etc.
 * software that consolidates multiple or sequential keystrokes
 * mouth/head sticks
 * alternative pointing devices
 * keyguards
 * modified keyboards Examples of Alternative Keyboards
 * trackballs/rollerballs/other input providing alternatives to a mouse Examples of Mouse Alternatives
 * keyboard emulation with special switches
 * speech input word prediction software Dragon Software

Students that are blind also need assistance with input into a computer. There are numerous solutions to this problem. There are braille keyboards and locator dots available for blind students. Locator Dots Braile Keyboards and Stickers

Students with learning disabilities often need assistive technology. Teachers can offer them several types of input assistance.
 * word processors with grammar check, spell check, outlining, and highlighting (Microsoft Word does ALL of this! Most school computers have this program!)
 * word prediction software - A few word prediction software programs - Word Prediction Programs
 * speech recognition software Dragon Software
 * concept mapping software bubbl.us

The three types of students with disabilities listed above most often need assistive technology concerning alternative input. Other disabilities of students may be evaluate on a need basis. Here is a very helpful resource for teachers on adaptive technology. Access STEM

Please watch the video here that demonstrates why assistive technology input devices are SO important!! Patrick's journey explains why assistive technology is SO important!!! These devices can even be used in the home to help the child become more independent. media type="custom" key="23412762"media type="custom" key="23428630"

By Shawn McDaniel The term assistive technology usually brings to mind high-tech devices, but federal legislation defines assistive technology as "any item, piece of equipment, or product system . . . that is used to increase, maintain, or improve functional capacities of individuals with disabilities." Web resources for disabled students help ensure that all students with disabilities have the same access to educational opportunities. A variety of web resources are available to provide services to the teacher, student, and parents in a way that promotes individual instruction. While researching, I found that most colleges offer a great variety of web resources for disabled students. Each college has a link on its school website that addresses resources for disabled students. Most links include a mission, accommodation process, documentation guidelines, and specific web tools for all types of disabilities. This outreach from colleges is very encouraging for students with a disability. The following websites are considered to be some of the top resources for students with disabilities. These websites are helpful to the student, teacher, and parents. This guide was prepared by the Frostig Center in Pasadena, California, which is devoted to children with learning disabilities.
 * WEB RESOURCES FOR DISABLED STUDENTS**
 * [|Assistive Technology Guide for Students with Learning Disabilities]

Despite adequate cognitive ability, learning disabled students' difficulties with basic skills such as reading and writing can prevent full participation in the classroom and later in critical adult life activities. Computer technology provides the answer for many of these students.
 * [|Empowering Rural Students with Disabilities Through Assistive Technology]

All Kinds of Minds, which was founded in 1995 by Charles R. Schwab and Dr. Mel Levine, is a non-profit institute dedicated to children who learn differently. The organization provides a number of different resources for parents, students and professionals, including calendars, a blog and the latest in research.
 * ** [|All Kinds of Minds] **

The world’s leading website on learning disabilities and ADHD.
 * [|LD Online]

PACER provides individual assistance, workshops, publications, and other resources to help families make decisions about education and other services.
 * [|PACER Center] (see video below)

This is a comprehensive list of Websites about special needs to help with all kinds of issues.
 * [|Special Needs Web Resources]

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=**Computer Accessibility Features**=
 * By: Quantavias Allen**

There are numerous types of impairment and disabilities that affect computer use for our students. Some of these impairments include cognitive impairments and learning disabilities, such as dyslexia or autism. Visual impairment and hearing impairments could affect the way a student will hear and visualize information when using technology. Also, there are some students who have motor or dexterity impairment such as paralysis, cerebral palsy, or carpal tunnel syndrome. As educators we have to meet all of our student’s needs. When using technology we as teachers have to make technology accessible for our students. To make technology accessible for students who have disabilities or impairments teachers have to use Computer Accessibility Features. Computer Accessibility Features is the accessibility of a computer system to all people, regardless of disability or severity of impairment.

**Examples of** **Computer Accessibility Features**

Braille Lite is a note taker that allows students to type notes in class using a specialized keyboard. A Braille display on the front lets students check what they've written, and an optional speech function reads the text aloud. Students who bring their note takers to the vision unit can hook up the device to a PC to print their notes on a standard printer in large type, or on an embosser in Braille.
 * __Braille Lite__**

Screen magnification software is used by people with visual impairments to access information on computer screens. The software enlarges information on the screen by incremental factors (2x magnification, 3x up to 20x magnification).
 * __Screen Magnification__**

Screen reading software reads aloud everything on computer screens, including text, pull-down menus, icons, dialog boxes, and web pages. Screen readers run simultaneously with the computer's operating system and applications.
 * __Screen Readers__**

Real time captioning software is a live captioning service designed for the mainstream educational environment.
 * __Real time captioning software__**

IWBs deliver visual resources in a dynamic and interactive fashion. They are the ideal choice for an accessible classroom environment, as captioned educational content can be viewed easily.
 * __Interactive Whiteboard (IWB)__**

The “mouth stick” is a stick that is placed in the mouth to help students who have motor impairments to type information on computers.
 * __Mouth Stick__**

Head wands are very similar in function to mouth sticks, except the stick is strapped to the head. A person moves the head to make the head wand type s in the information for them.
 * __ Head Wands __**

**__ More information for Computer Accessibility Features __**

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Assistive Technology is very important in the world today. Assistive Technology allows everyone live as normal of a life as the next person especially in the classroom. Federal law has many policies that attempt to equal the playing field for every person to be as functional as possible. In the academic setting, some children experience difficulties ranging from problems with concentration, learning, language, and perception to problems with behavior as well as making and keeping friends. These difficulties may be due to one or more of the following:
 * Federal Law Regarding Special Needs Students **
 * By Jerome Franks **
 * physical disorders,
 * psychiatric disorders,
 * emotional problems,
 * behavioral problems,
 * learning disorders (or disabilities).

According to federal regulations children that have special needs are entitled to receive additional services or accommodations through the public school system. Federal law mandates that every child receive a free and appropriate education in the least restricted environment possible. There are three Federal laws that apply to children with special needs:
 * Section 504 of the Rehabilitation Act of 1973
 * The Individuals with Disabilities Education Act (IDEA) (1975)
 * The Americans with Disabilities Act (ADA) (1990).


 * A Brief History of the Laws **

Throughout history children and youth with disabilities received unequal and unfair treatment in the public education system. While regulated school attendance laws began in individual states in the early 20th century, many children with disabilities were excluded from public schools. For the students with disabilities that attended public schools, the quality of the education received by students with disabilities was not effective or appropriate. In the late 1960s and early 1970s, parents and advocates began to use the court system to obtain equal opportunities for students with disabilities. The early cases laid the groundwork for the effective legislation that exists today to provide disabled students with free appropriate education (Yell, Rogers, & Rogers, 1998).

Early advocacy for children with disabilities were mainly led by parents seeking opportunities for their children. These programs saw some early success in contained areas of the country and it wasn’t until 1972 that a landmark case was brought to the court system. In January of 1971, the Pennsylviania Association for Retarded Children brought a class action suit against the commonwealth of Pennsylvania in Federal District Court. The cases argued that “children with mental retardation were not being given public supported education because the state was ignoring its constitutional obligations to provide public supported education to these students”. This case resulted in an agreement specifying that all children with mental retardation between the ages of six and twenty-one be provided a free public education. In 1972, a class action suit, Mills v. the Board of Education, was filed against the District of Columbia. In this case a group of seven students with a variety of disabilities were denied or excluded from school without due process of law. These seven students were identified as a classification and came to represent more than 18,000 students in Washington, DC. The suit resulted in a judgment against the school board and mandated that the board provide all students with disabilities a publicly supported education. These mandates laid the foundation for further federal development which had a major impact on special education (Yell, Rogers, & Rogers, 1998).

Section 504 stops programs from excluding individuals with disabilities if the program receives federal financial assistance. In order to be in compliance with Section 504, public schools often must make accommodations (such as allowing extra absences for students with disabilities) to students who require them. One additional mandate of Section 504 is that students with disabilities have equal access to students’ activities that are on school property (Taylor, 2010) IDEA is a federal law (1975, amended by the Office of Special Education Programs in 1997) that governs all special education services for children in the United States. Under IDEA, in order for a child to be eligible for special education, they must be in one of the following categories:
 * Section 504 of the Rehabilitation Act of 1973 **
 * The Individuals with Disabilities Education Act (IDEA) (1975) **
 * serious emotional disturbance
 * learning disabilities
 * mental retardation
 * traumatic brain injury
 * autism
 * vision and hearing impairments
 * physical disabilities
 * other health impairments

Originally called the Education of All Handicapped Children Act (EAHCA), the act mandated special education. The EAHCA ensured that students with disabilities receive a publicly funded education, protected the rights of students and their parents and assisted states and localities in their efforts to provide services to students with disabilities (Katsiyannis, Yell, & Bradley, 2001). The Americans with Disabilities Act mandated the alteration of the landscape at schools to accommodate students with physical disabilities. This mandate made schools the most open and physically accessible public facilities in the country (Lafee, 2011). These federal mandates have changed the face of public education for students with disabilities. The foundation has been laid for further work in this field and advocacy is ongoing. An additional advancement is that parents can now request an evaluation of their child in order to determine if the child needs special education services. A portion of this evaluation may be to determine if the child has psychological or educational problems, speech or language deficiencies, occupational deficits or behavioral problems. A child’s parents also have the right to be part of the education decisions that are made for the child. Every day these rights are violated resulting in a rising number of cases being filed each year.
 * The Americans with Disabilities Act (ADA) **

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Katsiyannis, A., Yell, M. L., & Bradley, R. (2001). Reflections on the 25th Anniversary of the Individuals with Disabilities Education Act. Remedial and Special Education, 22(6), 324- 334. KITV News. (2013). Federal appeals court sides with special needs student [Motion Picture]. Retrieved from http://news.yahoo.com/video/federal-appeals-court-sides- special- Lafee, S. (2011). Giving Good Intentions a Push: The Americans with Disabilities Act at 20. Education Digest, 51-55. Taylor, K. R. (2010). Inclusion and the Law: Two laws-IDEA and Section 504- support inclusion in schools. Principal Leadership, 11, 8-9. Yell, M. L., Rogers, D., & Rogers, E. L. (1998). The Legal History of Special Education: What a Long, Strange Trip. Remedial and Special Education, 19(4), 219.
 * Resources**

Federation for Children with Special Needs
==The organization works to help children with special needs. It was established in 1975. The organization provides families with the resources they need. They provide parents with training and information about the child's disability. The organization also works to provide families with assistance and training from professionals. Families are able to find solutions for the problems concerning their child.==

Merlin’s Kids
==Merlin’s Kids is a non-profit organization that is devoted to helping many children and families with special needs. They provide the families with a service dog and help children with disabilities. The dogs are companions, care-givers, and therapy dogs.==

Association for Special Children and Families
==ASCF is an organization for families of children with disabilities. The organization was founded by parents who needed help with the role of a parent dealing with children with disabilities. The organization started with parents in the community and grew with the assistance of many state, county, and federal agencies.==

The Jeffery Organization
==The Jeffery Organization was established in 1972 by Alyce Morris. The goal of the organization is to provide services to children that are at-risk and have disabilities. Some of the special needs services provided for children are as follows:==
 * ==muscular dystrophy==
 * ==multiple sclerosis==
 * ==cerebral palsy==
 * ==Down's syndrome==
 * ==Autism==
 * ==Victims of abuse==
 * ==Crippling accidents==
 * ==Impediments==
 * ==Drug exposure==

The National Association of Special Education Teachers (NASET)
==NASET is a national membership organization dedicated to the support and assistance for those teaching in the field of special education. NASET goal is to promote quality teaching in special education. It is a professional organization for America's special education teachers. The organization supports teachers in order to provide services to children with special needs.==

Council for Exceptional Children
==CEC works to improve the educational success of individuals with disabilities and/or gifts and talents. The organization provides professional development for educators. Teachers are able to network and learn current trends in the field of special education.==