Assistive Technology Device Matrix
|Identify Assistive Technology Device
|Discuss Potential Uses of theAssistive Technology Device
|Analyze Advantages of theAssistive Technology Device
|AnalyzeDisadvantages of theAssistive Technology Device
|DiscussApplication of the Assistive Technology Device to Specific Disabilities
|DiscussImplementation Issues of the Assistive Technology Device
|The potential use of seat cushions in the class are for children that have sensory issues, if children are able to have active seating it can let them move in a non-disruptive way, they can also burn of excess energy and get the stimulus that they are looking for.
|The advantages of assisted seating can be stated that it is a more cost effective way to manage certain children’s energy while they are able to “fidget” in their seats while maintaining this composure in the class. They can move around in a padded seat or you can even utilize a beanbag chair, a beanbag chair has the ability to provide calming sensory stimulation.
|Possible disadvantages of these devices would be that the children might get over excited about the new told and may over exert themselves causing a distraction in the class. The child may also not grow accustomed to the seating arrangement and may find it disturbing.
|Some specific disabilities that this tool would help with would be Autism, ADD, ADHD, Aspergers, and even Down Syndrome. With these types of exceptionalities the child may find it difficult to focus or have an exceptional amount of energy that will need to be displaced.
|The only implementation issues that teachers would have, could be the cost, if the child is not approved for the tool and the teacher feels the child may benefit from alternate seating, this may convince the teacher to purchase it out of pocket. I know that beanbag chairs can be fairly inexpensive but specified alternative seating can be costly.
|Picture boards can be used for children that have difficulties with communication; the boards (or cards) can be used to express certain phrases or needs. The teacher can have either a board or cards that can be located near the student so that they would be able to communicate more effectively in the class.
|The advantages of picture boards or cards would be that they are fairly inexpensive and can even be made by the teacher using poster board and crayons or markers. Also the child will be able to more effectively participate and communicate with the teacher and the rest of the class.
|The disadvantages of picture boards would be that there might not be enough symbols to accurately convey the child’s actual needs. In this instance it could make the child frustrated and upset if they cannot truly relay what they are trying to say.
|Disabilities that these told would be able to assist would be ADHD, Autism, Speech or Language impairments, intellectual disabilities or traumatic brain injuries.
|The implementation of picture boards or cards can be fairly easy, either the parents or teachers can create cards on poster boards or flash cards, they can be either words or images that the child would be able to point to in order to maintain an active presence in the class.
|Adapted writing utensils
|Weighted writing utensils can be useful in helping kids to adapt to the appropriate grips, it can also help children if they have difficulties with grip strength or the ability to press hard enough for the utensil to write.
|Weighted writing utensils are advantageous because they are cost effective and easily obtained. Tools can ever be something as simple as washers, hex nuts and clay, or you may possibly order a particular handgrip or mold that is particular to the child’s needs.
|Disadvantages of using weighted writing utensils could be that they are easily misplaced; unless there are a plethora of utensils available a child may not have one readily available. This could cause a disturbance in the class and frustrate the child.
|For adapted writing utensils the child may be suffering from other health impairments, Orthopedic Impairments and multiple disabilities. With all of these disabilities children may have difficulties with pressure or the ability to hold onto utensils.
|Depending on what is needed it may be difficult to obtain certain writing tools, however the fortunate thing with adapted writing utensils is that grips for pens and pencils can be fairly cheap to make. If the parents cannot afford to supply these writing utensils the teacher may be able to run to a hardware store to buy supplies.
|IPads or tablets can be used for may reasons, textbooks can be loaded onto the tablets and the text can be made bigger and you can highlight and add notes while reading. They can help children
|Some advantages of using tables and Ipads could be that teachers can load apps and textbooks onto them to better assist children with exceptionalities that make the child have “difficulties in performing in daily life” (Lang et al. 2014)
|Disadvantages to using tablets or Ipads could be that they are expensive to replace and may be a distraction if not properly used. Children would have the ability to use tablets as “entertainment” and not for their schoolwork.
|IPads and tablets can be used for any exceptionality however it is more productive with those who have hearing impairments, multiple disabilities, autism, emotional disturbances, and orthopedic impairments.
|Implementation of tablets can be fairly easy once obtained; it would just be a matter of teaching the child how to navigate the programs and how to locate information. It would also be helpful to chow the child how to change the settings to their ideal preference.
|The potential uses for a Braille embosser would be if the teacher were to set up a specific lesson plan, it would help the student to have a worksheet in Braille; the embosser is like a type of printer (Rush, T. W. 2015). This will help students that have vision difficulties.
|The advantage of using a Braille embosser would be that a vision- impaired child would be able to have the same study handouts that the rest of the class may be provided. This will help the child to be able to participate in the class, and have sufficient study materials.
|Disadvantages of using the Braille embosser would be that it is extremely loud so the teacher would need to have the materials printed out before hand and if something needs to be printed DURING class it would be beneficial to have the machine in a separate room so it did not disturb the rest of the class.
|For this particular technology it can be used for children with visual impairments, this can be anything from complete blindness or jus severe vision impairments. It would be used specifically for those who cannot read text and would be familiar and comfortable with Braille.
|Implementation issues for the Braille Embosser would be the fact that if there is not a substantial amount of use for it hen it may be an un-needed resource. They can be expensive and they can be a noisy distraction as well.
|Text to speech
|Technology containing text to speech actions can be used for those children who have difficulty either producing the ability to verbalize their thoughts or to “support persons with communication problems and speech disorders” (Coleman, 2011)
|The advantage of using text to speech technologies is that children who would otherwise be unable to communicate would be able to do so by using smart boards or tablets or other speech machines.
|Disadvantages to using text to speech programs are that they may not be readily available to classrooms and they can be very expensive. They are also very fragile so the child would need to be very careful not to break it.
|Some exceptionalities that would be assisted by this programming may be certain degrees of Autism, Emotional disturbances, intellectual disabilities, multiple disabilities, other health impairments, speech or language impairments, and traumatic brain injuries.
|Implementation issues of using text to speech technology again could be the cost of the programs and tools. Other than cost it may be difficult for the child if they do not have a broad enough vocabulary to convey what they are trying to say or if they do know the correct spelling for some words it may not come out as the child intended.
Coleman, M. B. (2011). Successful implementation of assistive technology to promote access to curriculum and instruction for students with physical disabilities, Physical Disabilities: Education and Related Services, (30), 1-22.
Lang, R., Ramdoss, S., Raulston, T., Carnet, A., Sigafoos, J., Didden, R., Moore, D., Mark, F., & O’Reilly, M. F. (2014). Assistive technology for people with autism spectrum disorders. Assistive Technology for people with diverse abilities. (Prepared by) G. E. Lancioni & N. N. Singh, (Eds). (p. 157-190). Retrieved from http://www.springer.com us/book/9781489980281
Rush, T. W. (2015). Incorporating assistive technology for students with visual impairments into the music classroom. Music Educators Journal, (2). 78.
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