Talking word processor software

a) types of disabilities- Auditory, Memory and Processing Disability

 

b) brand found in schools- (IntelliTools), Write:OutLoud (Don Johnston) and Talking Word Processor (Premier Assistive Technology).

 

c) pictures and video-

VIDEO-

 https://www.youtube.com/watch?v=ieR6MWHcEik

 

d) locate a tutorial- https://www.youtube.com/watch?v=njHsilf2-QA

 

These TWPs offer the ability to select from a variety of different voices, as well as adjust the rate and volume of the speech. Other features may include spell check, highlighting rates, word prediction or Internet connection. The table below offers program examples of different voices and adjusted rates. Adjusting these features can be very important for increased control and comprehension.

Word prediction software

a) types of disabilities- dyslexic, visually impaired
This type of tool benefits people who struggle with: writing.

b)brand commonly found in schools- predicted text in Microsoft word

c) picture and video

This video shows you how to use word prediction software and how to assist a student who needs this device. Students of all ages can use word prediction software. This example shows the student wrote cook and what endings he might want.

 

 VIDEO- https://www.youtube.com/watch?v=HrPNY3RJITw

d) locate a tutorial for AT device
https://www.youtube.com/watch?v=uwROxa7oPPA

What I learned!

I just completed a module on assistive technology. http://www.atinternetmodules.org/mod_view.php?nav_id=1538. That is the website if anyone is interested! I was shocked to learn that this free website would teach me so much. I learned about AT assessment process in the school environment, assistive technology consideration in the IEP process, and ASR (automatic speech recognition).

 I learned that an assessment includes the student's strengths and areas of need, the student's current level of performance,and the student's preferences. Also,

before selecting AT for the individual student, the team must have a strong sense of the student's needs and strengths,

and an understanding of the task(s) to be accomplished. Then the team can look for features that will complement and enhance the student's capabilities. Teams should not suggest devices until they fully understand the student's abilities and have

matched the identified needs to the features of AT equipment.

 

 I also learned some new parts of IDEA.

IDEA has required that IEP teams annually consider whether the child needs assistive technology devices and services.

 

Finally,

it is best practice that the technology be included in the IEP. This ensures that the student will have access to the technology when it is needed to complete the identified task, regardless of what other students in the classroom are doing.

Chapter 8 question 2

There are different types of alternative keyboards. They each have different characteristics of students which would be most appropriate. One type of alternative keyboard is a mini-keyboard. There are two different types that include QWERTY layout and frequency-of-use keyboard. The student characteristics would be students that have restricted range of motion, can use only one hand, have good targeting skills, are familiar with the QWERTY layout, want a layout similar to typical peers. Another type of keyboard is a customizable on-screen keyboard. The student characteristics are cannot use a keyboard, can control a mouse or mouse emulator, find it easy to locate keys on-screen than on a keyboard, need modifications to provided layout, have cognitive deficits, and find the standard keyboard too confusing or distracting.  

How to use alternative keyboards video.

 

https://www.youtube.com/watch?v=dfAGRcoxVWg

Chapter 8 question 1

Assistive technology continuum is the point at which technology consideration should begin by processing to mid-tech and high-tech solutions only if a student's needs are unmet.  They include the following consideration of technology.

 

 

High Tech -High-tech devices incorporate sophisticated electronics or computers.

Medium Tech- Medium-tech devices are relatively complicated mechanical devices,

such as wheelchairs.

Low Tech -Low-tech items are less sophisticated and can include devices such as

adapted spoon handles, non-tipping drinking cups, and Velcro fasteners.

 

No Tech - No-tech solutions are those that make use of procedures, services, and

existing conditions in the environment that do not involve the use of devices or

equipment. These might include services such as physical therapy, occupational

therapy or the services of other specialists.

It's significance is regarding an IEP. As IEP teams make decisions regarding the need for assistive technology for a student,the best approach is to start with the no-tech solutions and then work up the continuum as needed.

 

Assistive Technology, 2012. http://jocombs.org/filestore/AssistiveTechnology.pdf

 

Chapter 7 question 2

As talked about in the first chapter 7 question/post, there are additional operating system features that are provided for users with disabilities. They have different characteristics for whom these specific features are appropriate for. The first operating system feature is controlling the computer keyboard with mouse or keyboard. The characteristics of students who would need support are students with poor fine motor, limited range of motion, and difficulty in visually tracking mouse pointer. Another feature is enlarging icons. The characteristics of these students would be low vision, visual perceptual issues, hand-eye coordination problems, hand tremors, poor fine motor control, and cognitive deficits. 

Chapter 7

Students with disabilities are able to use helpful universal design features to help facilitate computer access. These features provide screen magnification that can be beneficial to users with visual impairments. Sticky keys allows students to press keys sequentially to execute functions that typically require pressing the keys simultaneously. Slow keys can increase the amount of time a key must be depressed before registering a keystroke so that brief keystrokes will be ignored. Lastly, MouseKeys is accessibility feature that allows users to direct the mouse pointer and execute all mouse functions using the keyboard's numerical keypad. These accessibility features will help students with disabilities access computers.


Dell, Amy. Assistive Technology in the Classroom. Pearson, Boston. 2012