Sumita Chakraborti-Ghosh, Ph.D.Tennessee State University

Nashville, Tennessee

EDSE 5800Technology for Rehabilitation

an Special Education

Day one DiscussionIDEA , IEP, InclusionContinuum of special education placementImpact of the Standards : CEC, StateAn understanding of Technology tools for

individual with disabilities AT, ADT, RT, ITFour Core Principles

Day two: universal DesignUniversal design is

the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.–Ron Mace

Necessary Website<

http://www.cast.org/

http://www.design.ncsu.edu/cud/about_ud/udhistory.htm

UD PrinciplesPrinciple One: Equitable Use

The design is useful and marketable to people with diverse abilities.

Principle TWO: Flexibility in UseThe design accommodates a wide range of individual preferences and abilities.

Principle Three: Simple and Intuitive UseUse of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

PRINCIPLE FOUR: Perceptible InformationThe design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

PRINCIPLE FIVE: Tolerance for ErrorThe design minimizes hazards and the adverse consequences of accidental or unintended actions.

PRINCIPLE SIX: Low Physical EffortThe design can be used efficiently and comfortably and with a minimum of fatigue. PRINCIPLE SEVEN: Size and Space for Approach and UseAppropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

Day Three: Chapter 2 & 3Chapter 2Selecting Technology

for ClassroomTechnology for

School or school district

Technology for Individual studentsMobility/AccessibilityAdaptabilityInstructionalCreative

Evaluating Education Software: 15 points to note

Web-based Learning environmentsElements of

Educational Websites

Accessible Web-design

Selecting Assistive and Adaptive Technologies

Chapter 3: Technology for students with Learning DisabilitiesWorking Definition

of LDCategories and

PrevalenceAuditory LanguageVisual SpatialMotor RelatedOrganizationalAcademic DifficultySocial Skills

Disorders

Instructional TechniquesRemedial ApproachTask Analysis

through skill and drill

Project Based Learning

Direct Instruction

Ch. 3 Contd…Advantages of

Technology for LD StudentsComputers

generates individual attention

Computer engage students

Computers give students greater control of learning and encourage more risk taking

ExamplesTalking booksMath Practice and

Problem SolvingCollaborative

learning in inclusive setting

Ch. 3 ContdTechnology in Content Area for students with

Exceptionalities Reading Written Language Keyboarding Word Prediction, Voice Recognition Text to Speech Speech and Language skills Mathematics Study skills and Organization Interdisciplinary Activities

Day 4: Current Laws and Legislations IDEA 1990, (PL 101-

476),

ADA PL(101-336), 1990--

Reauthorization Act of IDEA of 1997 (Pl 105-17)

Specifically defined AT devices and services

Provisions for AT in four areas: public accommodations, public transportation, employment and telecommunications, extends 503, 504, and 508 to all citizens

AT needs must be considered during IEP and for student’s performance evaluation purpose

Legislations Contd…..AT Act , (PL 105-394) of

1998 and Tech Act of 1988 (PL 100-407)-----------------

Rehabilitation Act of 1973, as amended in 1992 , 1986, and 1998 (PL 102-569 and PL 105-166)-------------------------

Telecommunication Act of 1996 (PL 104-104)---------

Extended funding of 1988 TECH Act to assist states in enhancing AT awareness, technical Assistance and interagency collaboration

Section 508 ensures that electronic and information technology allows federal employees with disabilities to have access to use Information and data

All Telecommunication systems and services to be accessible to individual with disabilities and also to federal employees with disabilities

Legislation Contd…No child Left Behind

2001(PL 107-110) -----

IDEIA 2004 (PL 108-446)-----------------------

Revised the 1965 Elementary and Secondary Education Act (ESEA) providing incentives to use technology in the education of students and their teachers

Emphasized the potential of AT to assist students with disabilities in accessing to general education curriculum

Day 4 Contd: Chapter 4 Technology for

Students with Developmental Delays

Day 5: Technology for Written Language Development What is Written Language?  Written language is a form

of communication. The primary requirement for

Written Language include (Kay, 2000):

  An intact nervous system An intact cognitive ability Intact language skills (both

receptive and expressive Motivation Skill development Practice, and Emotional ability

The Secondary Written Language requirements include (Kay, 2000):

  Concepts of organization and

flow Writing skills Spelling skill Syntax and grammar

knowledge Mechanics Productivity Accuracy Visual and spatial

organization Simultaneous processing Revisualization Automatization

Written Lang. Contd…Multiple Brain Mechanism

and written language development

 Incorporate highly complex neuro-developmental process

Requires simultaneous and sequential integration of attention, multiple information sources, memory, motor skills, Language, and higher cognition

Gross and fine motor coordination, motor memory and ‘kinetic melody” (automatic rhythm in physical act of writing), require balancing, flexing, and contracting of muscle movement

Self- monitor writing input includes:

Visual, proprio-kinesthetic, automatic motor memory and revisualization feedback mechanism

Visual feedback mechanism include eye-hand coordination and visual fine motor integration

Proprio-Kinesthetic feedback mechanisms include awareness of the movement and location of the fingers in space, internal monitoring of rhythm and rate, and pencil grip

Motor memory feedback mechanisms include motor plans or engrams, visual fine motor coordination to produce symbols, sequentialization, speed, and accuracy.

Revisualization feedback mechanisms include visual memory for symbols, whole word memory, visual attention to detail and spelling

Written Lang. ContdWritten Language Disorders

Dysgraphia: a term has customarily used to refer to a disorder of written language expression in childhood as opposed to disorder of written language acquired in adulthood. Written Language disorders have also been referred to as a “developmental output failures (Kay, 2000).”

Dysgraphia costs approximately $30 billion dollars to American industry and business

It is a graphomotor execution of sequential symbols to covey thoughts and information

Since writing represents the last and most complex skill to develop, it is the most vulnerable to insult, injury, and genetic influences

Intervention for Written Language Disorders

Intervention depends upon an accurate localization and assessment of students’ specific deficiency

Age or grade specific remediation of deficit skills is recommended

By-pass strategies recommended when specific deficiency are present

Elementary: writing readiness exercise, instruction and practice using appropriate pencil grip, formation of symbol skills, practice to increase fluency and direct instruction

Upper elementary: shortening assignments, increasing performance time, avoiding negative reinforcement, oral exams, content than quality, and untimed conditions

Software and AT for Written LanguageSoftware for written language:

  Alpha Smart keyboard Claris works is a great spell checker

(Claris corporation) Write out loud: The talking word

processor TypeIt4 Me (Don Johnston Incorporated) Co:Writer is an intelligent word

prediction program (Don Johnston Incorporated)

Inspiration, Speech Recognition (Dragon Systems, Inc.)

IBM ViaVoice Sound Proof: Screen Reading Storybook Weaver Deluxe: Multimedia Kids Works Deluxe Student Writing Center

 

Assistive Technology: Any item, piece of equipment or product system, whether acquired commercially of the self, modified or customized, that is used to increase, maintain or improve functional capabilities of individual with disabilities. AT meet a wide range of needs, including: 

Augmentative Communication Device

Learning Aids Vision Aids

Chapter 8