IMPACTS OF THE TECH ACT

Sherie Y Lake

EDU 620

Professor Dusty Clark

11/24/2014

BELOW YOU WILL FIND THE DEFINITION AND

DESCRIPTION OF THE ASSISTIVE TECHNOLOGY

ACT AND ITS IMPACT ON THE FIELD OF

EDUCATION.

Bausch, M.E., Mittler, J. E., Hasselbring, T. S., Cross, D.P. (2005) The Assistive Technology Act of 2004. What

Does It Mean? Source Physical Disabilities:Education and Related Services, vol 23 n259-67. 9pp

ASSISTIVE TECHNOLOGY TAKES MANY

FORMS.

HERE ARE SOME EXAMPLES:Placing items at reach level for

persons

Of short stature and providing

instruments

&

apparatuses

made for

them.

Applications, and mechanisms for

visual impairments

Auditory

aids

Quoting from an online source : The Assistive Technology Act of 2004 defines an assistive technology

device in the following way:

…any item, piece of equipment, or product system, whether acquired commercially, modified, or

customized, that is used to increase, maintain, or improve functional capabilities of individuals with

disabilities. (29 U.S.C. Sec 2202(2))

AT devices can be “low tech,” “medium tech,” or “high tech”–as the examples below show.

power and manual wheelchairs, scooters, canes, walkers, and standing devices

augmentative communication devices (speech generating devices), voice amplifiers, and speech recognition

devices

durable medical equipment and medical supplies, such as patient lifts and incontinence supplies

orthotics and prosthetics, such as hearing aids and electric larynxes

accessibility adaptations to the home, workplace, schools, group homes, nursing facilities, ICF/MRs, and

other places (e.g., ramps, stair glides, lifts, grab bars, flashing smoke detectors, lever doorknobs, and

environmental controls)

special equipment to help people work, study, and engage in recreation, such as enlarged computer

keyboards, reachers, amplified telephones, magnifiers, voice recognition software, and adaptive sports

equipment

accessibility modifications in the community, such as audio systems on public transportation, talking ATMs,

and voting machines for the blind (Disability Rights Network of Pennsylvania, 2008) (2013,

parentcenterhub.org).

(2013) ; http://www.parentcenterhub.org/repository/ata/

It is wonderful that we have come to realize the great need to make available helps that

can aid our exceptional student’s – our citizens with tools and technology that make life easier for

them.

One 2013 article explains that there is almost 6.5 million school –aged students with exceptional

learning needs.

In 2008 the federal government allocated approximately 30 million dollars to support research to

increase access to AT devices and services for individuals with disabilities of all ages.

This same article also shares that there are special challenges that occur when it comes to the

implementation of assistive technology in rural areas.

One noted obstacle is the lack of training opportunities for individuals with regard to utilization of

the technology.

Reference: Rural Special Education Quarterly, (2013) Volume 32, 4

Graphical technique for visualizing connections between several ideas or pieces of information. Each idea or fact is written down and

then linked by lines or curves to its major or minor (or following or previous) idea or fact, thus creating a web of relationships.

Developed by the UK researcher Tony Buzan in his 1972 book 'Use Your Head,' mind mapping is used in note taking, brainstorming,

problem solving, and project planning. Like other mapping techniques its purpose is to focus attention, and to capture and frame

knowledge to facilitate sharing of ideas and concepts.

Read more:

http://www.businessdictionary.com/definition/mindmapping.html#ixzz3K3Gi0XHu

Mind mapping is a visual strategy that’s been used for decades in education and is usually defined as a diagram that visually represents

concepts or ideas. Using mind maps (also called graphic organizers and concept maps) can be a valuable strategy for visual learners.

Mind maps can be especially helpful for students with learning disabilities by helping with: brainstorming, note-taking, expression of

ideas, recall, concept development, understanding relationships, organization for the writing process, and problem-solving. Mind

mapping software has been very effective when used with students with learning disabilities who are visual learners. However, we were

eager to look into apps for mind mapping on the iPad and iPod and see if effectiveness for students with learning disabilities lived up to

their traditional software counterparts.

Reference: Prupas, A. (2011) Suceed@ school seminars: www.invo8-ed.com

Shared from our textbook: Historically, technology for individuals with disabilities has been thought of

as assistive technology. Many products have been invented to extend the abilities of an individual in

ways that provide physical access (i.e., wheelchairs, braces) and sensory access (i.e., Braille, closed

captioning). However, the federal definition of assistive technology is considerably broader, as illustrated

in the following:

§ 300.5 Assistive technology device.

. . . Assistive technology device means any item, piece of equipment, or product system, whether

acquired commercially off the shelf, modified, or customized, that

is used to increase, maintain, or improve the functional capabilities of a child with a disability. (20

U.S.C. 1401(1))

While many people believe the term assistive technology applies only to computers, in reality, assistive

technology devices (e.g., adaptive feeding instruments, wheelchairs, vision aids, etc.) have a long history

in the field of special education and rehabilitation. Current estimates suggest that there are nearly 40,000

assistive technology devices designed to enhance the life functioning of individuals with disabilities

(AbleData, 2013).

Some experts have argued that the definition of assistive technology is so broad that it could include

anything. In fact, that is a simple way to think about it: Assistive technology is anything that improves

the functional performance of an individual with a disability (see Figure 3.3). Whereas this simple

definition (i.e., assistive technology is anything that helps) can be helpful when searching for solutions, it

can be very frustrating for administrators and third-party funders trying to discern the

assistive technology benefits of mainstream technologies (e.g., is a laptop computer an assistive

technology device for a student with an impairment that impacts

the production and legibility of handwriting?) (Emiliani, 2006).

Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San

Diego, CA: Bridgepoint Education, Inc. This text is a Constellation™ course digital materials (CDM) title.

AT Devices allow disabled student to engage , play, communicate and learn more effectively in and out

of school

What influence has the Assistive Technology Act had on schools and students

with disabilities?

Let me share a research article authored by James Epps:

Eleven high school students with specific learning disabilities were presented a social studies

lesson using the optical character recognition software Kurzweil 3000. Over a two-week period

the students used the software to read the lesson material to them, while it highlighted the text.

The intervention was designed to assess the influence of the software on student achievement,

teacher perceptions toward the software, and student attitudes about the use of assistive

technology.

The results reflected an improvement in student achievement as well as an increase in their

attitudes about the use of the technology. Teacher perceptions also were positive regarding the

use of assistive technology (2007).

Students in this action research expressed satisfaction with using assistive technology to support

their learning. Enhanced performance was observed from pretest to posttest, which supports

the premise that the computer reading program (Kurzweil 3000) positively influenced student

achievement. Both teachers and students participating in the study reported strong feelings on

feedback surveys linking the use of the text reader to increased achievement. Overall, the use of

Kurzweil 3000 has tremendous potential, as one of many tools available to

educators, to improve learning for students with disabilities(2007).

Reference: Epps, J. (2007) The Influence of Assistive Technology on Students

with Learning Disabilities in the Inclusive Classroom: Valdosta State University,

Georgia

With regard to my position on fostering assistive technology in my classrooms(s),

and intention to provide full inclusion of students with disabilities in education,

employment, daily activities, and in communities; I feel it’s a must.

I believe that it is our duty as educators, citizens and or privileged

individuals to aid our neighbors, students, friends etc. in everyway

possible to have the same opportunities afforded to us. We have heard

this same mantra or similar refrain stated with respect to various

impediments and obstacles in our society – but it is very true.

A great thinker and educator once said: “You can’t lead the people if you

don’t love the people. You can’t save the people if you don’t serve the

people.”

A quote by Dr. Cornel West

By vent of our chosen profession – we are servants. We are our brothers keeper.

Potential

Assistive Technology has helped us push pass -

where there once were boundaries

Unleash your potential with Assistive Technology

Untapped Potential

Innovation – Technology – Creativity – New Abilities – Tearing Down Boundaries

Yes we can!

We can draw inspiration from others who didn’t let obstacles stop

them!

Star of the TLC show, “The Little Couple,” Arnold

is 3 feet 2 inches tall, a neonatologist and medical

director of the pediatric simulation center at Texas

Children’s Hospital in Houston. Her short stature is

caused by a rare form of skeletal dysplasia, which

affects about one in 100,000 people.

“No matter what your difference is, you can

achieve your goal,” she said. “Our hopes are

really important because they can become reality

when we try.” A quote from Dr. Arnold.Arnold said her parents encouraged her

to use her brain and rely less on her

body. “Getting a B was not acceptable in

my house,” she said. A cheerleader and

student body president in high school,

she went to the University of Miami

where she continued to be active and

involved as a student ambassador and

resident adviser.

On her first interview, she sat between a trauma surgeon and an internal

medicine doctor, who peppered her with questions about how she would

adapt to challenges of caring for patients. “With my step stool, I can do

anything,” said Arnold, who carries hand sanitizer wherever she goes

because sinks are often mounted too high.

My aim and desire is to hold to the ISTE Standards for teachers

Recognizing the Need for Assistive Technology

Over a lifetime, each of us will experience

situations in which we personally, or someone we

know, will encounter limitations due to aging,

disease, accident, or disability. These limitations

may affect the ability to perform basic life

functions such as hearing, seeing, self-care,

mobility, working, and/or learning. Whereas some

of us may be born with a disability or a disease

that requires us to overcome limitations

throughout our lives, others will need to learn how

to respond to challenges that arise from an

accident or from simply growing older (see Figure

3.1)(Edybum, 2013).

We are all differently abled

References

Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse

learners achieve academic success. San Diego, CA:

Bridgepoint Education, Inc. , This text is a Constellation™ course digital

materials (CDM) title.

Prupas, A. (2011) There’s a Special App for that. Mind Mapping Apps For

Students with Disabilities.Retrieved:www.inov8-ed.com

Wiazowski, J. (2009). Chapter 12: Assistive technology for students who are

blind or have low vision. Assessing Students' Need for

Assistive Technology. Retrieved from

http://www.wati.org/content/supports/free/pdf/Ch12-Vision.pdf

Bausch, M.E., Mittler, J. E., Hasselbring, T. S., Cross, D.P. (2005) The

Assistive Technology Act of 2004. What Does It Mean? Source

Physical Disabilities:Education and Related Services, vol 23 n259-67. 9pp

Epps, J. (2007) The Influence of Assistive Technology on Students

with Learning Disabilities in the Inclusive Classroom: Valdosta State University, Georgia