welcome to unit 7 assistive technology michelle rudas ce240-01

Welcome to Unit 7

Assistive Technology

Michelle RudasCE240-01

Weekly RemindersWeekly Reminders• Complete readings and read Web Resources

• Complete Learning Activities

• Complete Discussion Board:• Post detailed responses to discussion question (100 words

or more)• Share detailed feedback with at least 2 classmates

• Post response to Seminar Option 2 IF you do not attend seminar

• Complete Graded Content Review

The following article is taken from a paper written by Danny J. Smith, Director of Student Services for the Mooresville Graded School District.Fair and Equal are Rarely the SameFair means everyone gets what she deserves and needs, not what is equal. It means if one child needs help with math and another with phonics, this is provided. It means the brighter student with motivation and higher skills is allowed to move one; the slower student is helped with her deficiencies, allowed more time or given curricular modifications. Physical and emotional needs of various types are supported by individual plans, not ignored due to lame arguments which focus on the irrelevant position of those students who are "other", and therefore not an issue. Fair means just, and justice means fair treatment. Equal means the same, and fair and equal are rarely the same, just as no two children ware the same. They will benefit from the intelligent and ethical act of keeping this distinction that fair and equal are not synonymous. Realizing all things are not possible, children with disabilities and their families only want what is fair, which is what is they need to make it on an otherwise unequal playing field called school.Reference:http://www.ecac-parentcenter.org/specials/fairandequal.shtml

• Project Mobility - Adaptive Cycling for People with Disabilities - Hal Honeyman

 • http://www.youtube.com/watch?v=sZZFZEFW

TtE&feature=youtube_gdata_player

Assistive Technology In The ClassroomAssistive Technology In The Classroom

http://videos.disabledworld.com/video/29/assistive-technology-in-the-classroom

Carly’s Voice Carly’s Voice

http://faithieee.wordpress.com/2011/04/04/carlys-voice/

Learning OutcomesLearning Outcomes

Explain the importance of play and the limitations of children with special needs

Identify strategies for facilitating play for children with special needs

Explain the importance as well as the variety of uses of assistive technology

Describe how assistive technology can foster learning in the classroom for young children with special needs

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Play and AcademicsPlay and Academics

Young children are biologically ready to learnSelect activities that involve sensory

experiences like touch, sight, sound, taste and developmentally appropriate.

“For children who do not get academic learning at home, academically stimulating preschools are an opportunity equalizer” (Allen & Cowdery, 2009, p. 519).

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Strategies to Facilitate Play Strategies to Facilitate Play

Using assistive technology is one of the many ways Early Childhood Care Professionals can facilitate learning for children with special needs.

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Low tech Assistive TechnologyLow tech Assistive Technology

What are some examples of low-tech assistive technology?

How can low-tech assistive technology be used for young children with disabilities in the classroom?

Discuss specific examples.

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High Tech Assistive TechnologyHigh Tech Assistive Technology

What are some examples of high-tech assistive technology?

How can high-tech assistive technology be used for young children with disabilities in the classroom?

Discuss specific examples

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ReferencesReferences

Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning

Using Assistive Technology to Foster Speech and Language Skills at Home and in Preschool," by Lauren Skau and Paul W. Cascella.

"Assistive Technology and IEPs for Young Children with Disabilities," by Howard P. Parette Jr. and Nikki L. Murdick.

"Play and Assistive Technology Issues for Infants and Young Children with Disabilities", by Shelly J. Lane and Susan G. Mistrett.

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