Special Education Chapter 13 Chapter 13 Most Teachers Seem Learn Computer Skills Through Colleague Interaction Collaboration Information Sharing

CHAPTER 13

ASSISTIVE TECHNOLOGY FOR INDIVIDUALS WITH MENTAL RETARDATION

Chapter Outline

I. Definition of Assistive Technology

II. Benefits of Assistive Technology

III. Policies and Legalities Surrounding Assistive Technology

A. Individuals with Disabilities Education Act

1. Individualized Education Program

2. Individualized Family Service Program

IV. Teacher Role

V. Barriers to Assistive Technology

VI. Modifications

A. Early Childhood

B. School Age

C. Post School Years

VII. Summary

Key Terms

aided systems

Americans with Disabilities Education Act

assistive technology

assistive technology service

augmentative communication

Chapter Objectives

Upon completion of this chapter the student will be able to:

1. discuss the concept of assistive technology and its relevance in the special education

classroom.

2. list and discuss the various definitions of assistive technology.

3. identify the current trends and issues surrounding assistive technology.

4. discuss the benefits of assistive technology.

Suggested Activities

1. Visit classrooms in which assistive technology is used. Have the students observe how

the children use the technologies and then, present an oral or written report on their

observations.

2. Have the students read and summarize articles from journals about ways in which

assistive technologies can be used and how they can benefit children with

intellectual disabilities.

Evaluation Questions

Multiple Choice

1. Any device used to increase, maintain or improve the functional capabilities of a child

with a disability is called

A. unaided systems

B. touch screens

C. assistive technology

D. communication board

2. Positioning equipment, mobility devices, computer applications, and battery-powered

toys are examples of

A. conversation aids

B. assistive technology

C. aided systems

D. speech input and recognition programs

3. Typically a device is rated on the low-tech/high-tech continuum based on the

A. size of the device.

B. type of technology in the device.

C. cost of the device.

D. accessibility of the device.

4. Initially when choosing a technology to be used by an individual with an intellectual

disability the two components that must be considered are the

A. exhibited needs of the individual and the potential benefits of the

technology.

B. sophistication and cost of the technology.

C. accessibility and potential benefits of the technology.

D. exhibited needs of the individual and the accessibility of the technology.

5. In 1993, the National Council on Disability conducted a 19-month survey summarizing the

benefits of assistive technology devices and services. They found

that almost _____ of school age children with disabilities were able to remain in general

education classes.

A. one-third

B. one-half

C. three-quarters

D. none of the above

6. To ensure a free and appropriate public education IDEA requires schools

A. to provide assistive technologies for students with disabilities if the

services and equipment are necessary.

B. to provide assistive technologies for all students enrolled in school who would

benefit from the services and equipment.

C. to include all available assistive technologies in the IEP.

D. to have a current list of the available assistive technologies to which the school

has access that the members of the IEP committee can choose to incorporate into

the IEP, if needed.

7. When planning for technologies for the IFSP some considerations are

A. teacher preferences, availability, and cost.

B. student preferences, teacher preferences, availability.

C. resources, logistics, and cost.

D. family routines, values, and resources.

8. Problems can occur when families are not

A. properly trained on the equipment and given financial assistance.

B. provided support services or trained in methods for integrating the device

into the child’s natural environment.

C. given financial assistance and provided support services.

D. properly trained on the equipment and given time to integrate the equipment into

the family situation in their own manner.

9. The act that directly addresses the need for increased access to technology by individuals

with disabilities and their families is the

A. Individuals with Disabilities Education Act.

B. Americans with Disabilities Act.

C. Technology Related Assistance for Individuals with Disabilities Act.

D. Individuals with Disabilities Access to Technology Act.

10. The ______ provides financial assistance to states to engage in activities that assist each

state in maintaining and strengthening a permanent comprehensive statewide program of

technology- related assistance.

A. Individuals with Disabilities Education Act

B. Americans with Disabilities Act

C. Technology Related Assistance for Individuals with Disabilities Act

D. Individuals with Disabilities Access to Technology Act

11. Although the ______ does not focus directly on technology, the law places requirements on

public schools to provide access to the same services for individuals with and without special

needs.

A. Americans with Disabilities Education Act

B. Civil Rights of Amendment Bill

C. Technology-Related Assistance for Individuals with Disabilities Act

D. Civil Rights Act

12. The most effective teacher trainers are

A. highly skilled technology experts.

B. instructors who model the use of technology in their own teaching.

C. peer instructors who have attended technology workshops and conferences.

D. central office personnel who have attended technology workshops and

conferences.

13. Most teachers seem to learn computer skills through

A. colleague interaction

B. collaboration

C. information sharing

D. all of the above

14. What barrier(s) prevent novice teachers from using technologies or cause teachers to abandon

technologies altogether?

A. limited access to technology

B. limited professional development opportunities

C. lack of incentives

D. all of the above

15. An example of a low-tech modification is

A. a computer

B. a word processor

C. a highlighter

D. a communication board

16. Low-tech modifications are beneficial to the teacher because

A. they require minimal time and training in the classroom

B. they are cost effective

C. students feel more comfortable with low-tech modifications

D. all of the above

17. The individual interacts with a computer-simulated environment in detail when

applying

A. keyguards

B. virtual reality

C. touch screens

D. technical reality

18. A set of approaches used to improve the communication skills of individuals who do

not speak or whose speech is not intelligible is called

A. speech input and recognition system

B. augmentative communication

C. communicative boards

D. none of the above

19. An augmentation board is an example of

A. an aided system.

B. an unaided system.

C. virtual reality.

D. a speech input and recognition system.

20. ________ require the use of a picture or word board, a notebook, or a computerized aid

A. aided systems

B. unaided systems

C. a & b

D. augmentative communications

21. ________ require(s) a person to use only hand or body motions to communicate

A. conversation aids

B. virtual reality

C. gestures

D. unaided systems

22. Sign language is an example of

A. an aided system.

B. an unaided system.

C. virtual reality.

D. a speech input and recognition system.

23. Mary does not speak, but wishes to communicate with her peers. Which of the

following would be a logical first step to assist her?

A. keyguards

B. virtual reality

C. communication boards

D. a computer

24. Functional evaluations must be conducted

A. in the child’s customary environment.

B. in a neutral environment.

C. in a school setting.

D. in a clinic setting.

25. The person(s) responsible for remaining current on the progression of assistive technology is

A. special education teachers.

B. general education teachers.

C. the resident computer education teacher.

D. all educators.

26. Technology should be viewed as a

A. method.

B. material.

C. tool.

D. technique

27. Kwame has Cerebral Palsy which makes it difficult for him to maintain control of his

hands and fingers while typing. Which of the following would be most beneficial to

him?

A. keyguards

B. virtual reality

C. unaided systems

D. coaching

28. ________ allow students to enter information into the computer by simply pointing

at the computer screen with a finger or pointing device

A. aided systems

B. keyguards

C. touch screens

D. none of the above

29. A special software that allows students to enter their ideas into the computer using

their voices is termed

A. instructional programs

B. special voice programs

C. voice activators

D. speech input and recognition programs

30. Carlos is a child who is blind with an intellectual disability. Which of the following devices

would be most beneficial to him?

A. a touch screen

B. a keyguard

C. voice recognition software

D. a communication board

True or False

Directions: If the statement is true, simply mark True. If the statement is false, mark

False and rewrite the statement so that it is true.

1. Assistive technology can range from high-tech solutions to no-tech solutions.

a. True

b. False

________________________________________________________________________

2. Assistive technologies affect only the individual with an intellectual disability.

a. True

b. False

________________________________________________________________________

3. The Tech Act targets school-aged children and their family members.

a. True

b. False

________________________________________________________________________

4. In most cases individuals with disabilities and their families are usually aware of the

possible benefits that they could receive from assistive technology.

a. True

b. False

________________________________________________________________________

5. It is common for parents who provide support to have unrealistic expectations that

technology will cure disabilities.

a. True

b. False

________________________________________________________________________

6. Recent data indicates that special education programs on the college and university

levels are not providing adequate training in assistive technology.

a. True

b. False

________________________________________________________________________

7. In order for a student to use computer technology for a given task, they must be

able to type on the keyboard.

a. True

b. False

________________________________________________________________________

8. Computers can assist young children with intellectual disabilities in developing

language.

a. True

b. False

________________________________________________________________________

9. Grammar checkers have been found to be of great help with students who have

communication disorders.

a. True

b. False

________________________________________________________________________

10. Present software programs are easily learned by individuals with intellectual disabilities.

a. True

b. False

________________________________________________________________________

Discussion

1. Discuss the teacher’s role in providing instruction in assistive technology to

individuals with intellectual disabilities.

2. Discuss assistive technology modifications that can be used in the classroom.

3. Discuss the benefits of assistive technology.

4. Discuss the policies and legalities surrounding assistive technology.

5. Discuss the current trends and issues surrounding assistive technology.

6. Discuss the barriers to implementing technology in the classroom.

7. Discuss the continuum of technologies as described by Blackhurst.

8. Compare and contrast issues surrounding assistive technology at the preschool,

school age, and postschool levels.

Answer Sheet

Multiple Choice True or False