443G Research Summaries-Keiko Garcia

ED443G

Keiko Garcia

Research Summaries

6/10/2010

Five(5) Assistive Technology device websites

1. EnableMart. (2010). Assistive technology.  Retrieved June 8, 2010, from website: http://www.enablemart.com/

EnableMart is a company that distributes a wide variety of assistive technology products. Their products range from hearing and vision devices to assessment and reading software. They publish catalogs as well as a website for those wanting to purchase products. EnableMart started as a developer of educational software, but eventually branched out to service more people. They now distribute products to costumers nationwide, as well as in some countries throughout the world. EnableMart is a committed company with a mission to provide the latest technologies to make life easier for individuals with disabilities.

2. Assistech Special Needs. (2009-2010). Retrieved June 9, 2010, from website: http://www.assistech.com/index.htm

The Assistech site offers over 1,000 assistive technology items. The products are for deaf or hard of hearing blind or visually impaired, speech impaired and physically challenged individuals. The site provides website tools to make the pages more accessible to individuals with disabilities. The site also caters to different languages. The library contains articles and links. Shopping is easy with an online order tracking and a money back guarantee.

3. AbleData (n.d.) Your source for assistive technology information. Retrieved June 9, 2010, from website: http://www.abledata.com/

AbleData is a database that houses information on more than 35,000 assistive technology products. Its primary purpose is to provide information, rather than sell or distribute products. It is a search engine for finding products around the nation and around the world. AbleData can be used to search prices and makers for a particular product. Products you can find include gardening hand tools, grooming assistance, vehicle accessories, and instructional materials. You can also find information on upcoming conferences related to assistive technology, as well as factsheets, and news articles. It has been recognized on the online community as being one of the best sites to attain information.

4. Tobii ATI. (2008). Tobii ATI: World Leader in Eye Tracking and Eye Control. Retrieved June 11, 2010, from website:  http://www.assistivetech.com/corporate/home.aspx

Tobii ATI is a website for the company Tobii Assistive Technology. Tobii ATI is a company .that started in the 1980s out of a hospital. As the need for technology for the disabled grew, so did the company. Tobii ATI is a company that develops hardware and software products for people with physical and learning disabilities. The company creates products such as communication devices that utilize eye movement to work the device, text to speech devices, and software for people with communication disabilities. The website offers a training portion where users are trained on how to use the different products. 

     5.  LS & S Learning, Sight & Sound made Easier. (2010). Retrieved June 9, 2010, from website: www.lssproducts.com

The LS & S website is an online catalog of products for the visually impaired and hard of hearing. The company has been in existence for twenty-seven years. They have a wide market base. Their customers include the veterans’ administration, state agencies, eye care professionals and audiologist. LS & S is also a wholesaler for small businesses. The site also provides a list of vision related national and non-profit organizations. It is a family owned business.

 Five (5) Assistive Technology organization websites

1. The Alliance for Technology Access. (1983). Retrieved June 9, 2010,  from website: http://www.ataccess.org/

The Alliance for Technology Access (ATA) is a national and international network of technology resource centers, community-based organizations, agencies, individuals, and companies. It was started by a group of parents and professionals who were inspired by the possibilities of emerging technology. ATA supports access to and innovation in technology tools for people with disabilities. They do this by developing a network of AT Centers providing assessment, education, and support for people with disabilities, their families, and disability-related professionals. ATA also offers an accessible learning environment, the ATA Online Community (AOC). The AOC is a place for everyone to participate in trainings, forums, and opportunities to dialog with experts.

2. AblePlay. (2009). Retrieved June 11, 2010, from website:  http://www.ableplay.org/

AblePlay is a website that sells products for children with special needs. It is a good website for educators, parents, therapists and others to look at when they want to purchase a toy for their student or child with special needs. You can search for products on the website through the search toolbar or by a specific category. If a person wants, they could also sign up to receive updates on the latest toys that AblePlay has. There are also ratings for each toy that tells how appropriate the toy is for a student or child with a disability. All of the products on the site details about each toy.

      3.    Association of Assistive Technology Act Programs ATAP: NISAT National Information System for Assistive Technology. (2010). Retrieved June 9, 2010, from website: http://www.ataporg.org/atap/index.php

This site provides support for State Assistive Technology Act Programs. The site connects individuals requiring assistive technology with the proper agency in their community. The site serves the 50 states and its’ territories, including Guam. ATAP makes available a history and summary of Assistive Technology Act of 1998, amended 2004. There is a direct connection to the National Information System for Assistive Technology (NISAT).  This site presents the latest breaking news related to assistive technology. The calendar of events and training is the ideal avenue to learn about conferences on assistive technology.

4. ATIA: Innovation Cooperation. (1999). The Collective Voice of the Assistive Technology Industry. Retrieved June 12, 2010, from website: http://www.atia.org/

ATIA, or Assistive Technology Industry Association, is a non-profit membership organization of manufacturers, sellers and providers of technology-based assistive devices and/or services. ATIA represents the interests of its members to business, government, education, and other agencies that serve people with disabilities. ATIA’s mission is to ensure that the best products and services are delivered to individuals with disabilities. ATIA has held annual conferences for people such as teachers, occupational therapists, rehabilitation counselors, physicians and other professionals who work with people with disabilities. ATIA works collaboratively with other organizations to be the voice for people with disabilities. Some of these partnerships include working with AAC Institute, ATHEN, ATA, and AFB.

5. Partnerships in Assistive Technology. (2010). Retrieved June 10, 2010, from website: http://www.pat.org/

Partnerships in Assistive Technology (PAT) is a nonprofit organization that provides North Carolina residents access to products and information in assistive technology. They build community partnerships to increase the use of assistive technology devices for individuals with disabilities. They also support community participation through work, education, and recreational activities. They host an assistive technology exposition each year that involves vendors and interested buyers. They provide assistive technology users an opportunity to sell, exchange, and recycle their devices to others in need. They are also connected in the community to build public awareness of disabilities and assistive technology.

Five (5) research articles 



1. Marti L. Riemer-R. (2010) Factors Associated with Assistive Technology Discontinuance Among Individuals with Disabilities. Journal of Rehabilitation. FindArticles.com. Retrieved June 9, 2010, from website: http://findarticles.com/p/articles/mi_m0825/is_3_66/ai_66032259/

This article is very interesting because this is about relationship between continuance and discontinuance of assistive technology devices. Researchers have studied a variety of consumer and assistive technology device variables in an effort to predict use versus discontinuance of assistive technology devices. The hypothesis of this study in this article was that there is a relationship between assistive technology discontinuance among individuals with disabilities and a combination of independent variables (relative advantage, support, consumer involvement, trialability, changes in consumers, re-invention and compatibility). This article concluded that the findings of this study support two key elements related to successful use of assistive technology. The consumer must be involved in the entire process and the technology must meet an important functional need.

2. William C. M at al.(1999).  Effectiveness of Assistive Technology and Environmental Interventions in Maintaining Independence and Reducing Home Care Costs for the Frail Elderly: A Randomized Controlled Trial. Arch Fam Med. 1999;8(3):210-217.Retrived June 8, 2010, from website: http://archfami.ama-assn.org/cgi/content/full/8/3/210

Summary: This research article is about the effectiveness of Assistive technology (AT) and Environmental interventions (EIs) for the elderly who are receiving home-based care. The purpose of the research was to evaluate a system of AT and EI service provision with the aim to promote independence of the elderly and also to reduce health care costs for home-based frail elderly individuals. A total of 104 home-based frail elderly persons living in western New York were divided into two groups and were assigned to be assessed for this research purposes for 18-month time period. Their functional status and expenditures for home care, including nurse visits, assessments were assessed. The results show that both of the groups showed that their functional status declined over the duration. However, the pain was experienced less by the tested group. Also, the costs for the care services were reduced with the use of ATs and EIs.

3. Authors: Howard P.P. at Al. (2006). The State of Assistive Technology: Themes from an Outcome Summit. Assistive Technology Outcomes and Benefits. Fall 2006, Vol.3. Retrieved June 12, 2010, from website:

http://atia.i4a.com/files/public/atobv3n1articleTWO.pdf

Summary: This research represents the following findings: challenges with ATs in assessment of education outcomes, affects of the challenges in assessment in Math, Reading, and other content areas, components that needs to be added in assessment with ATs in those academic areas. It also summaries four major areas that were discussed during the summit: assessment, Evidence-Based Research in AT Effectiveness, Professional Preparation, and Technology Generalization. One of the examples included as an issue is that conducted training for professional focuses on use of the ATs, but not assessment using the ATs. The article discusses ongoing issues regarding the use and effectiveness of ATs in education. I understood that application of ATs in education is multidimensional and educators need to be highly and appropriately trained not only to be able to operate ATs, but also knowledge to use them in effective assessments in education.

4. Behrmann, Michael M. (1995). Assistive Technology for Students with Mild Disabilities.  The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC), The Council for Exceptional Children.  Retrieved June 12, 2010, from:  http://www.parentpals.com/gossamer/pages/Detailed/910.html

Summary: With this article, one very important aspect it mentions is P.L. 100-407, the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act). This law was designed to enhance the availability and quality of assistive technology devices and services to all individuals and their families throughout the United States. The article explains and defines what assistive technology is. It also breaks down and mentions the different areas that assistive technology can be applied in instruction. The different areas it mentions for instruction is organization, note taking, writing assistance, productivity, access to reference materials, cognitive assistance, and materials modification,

5. Goode, S. (2006). Assistive Technology and Diversity Issues. Topics in Early Childhood Special Education, 26(1), 51+. Retrieved June 11, 2010, from Questia database: http://www.questia.com/PM.qst?a=o&d=5015380266

Summary: This article focuses on cultural values and norms influencing family response to assistive technology. It is important for educators to recognize how a family’s ethnic and socioeconomic circumstances may influence the use of assistive technology. There are differences in attitudes towards assistive technology in every cultures. When employing assistive technology for children with disabilities, educators must consider cultural factors. Culturally and linguistically, principles will sway perceptions of assistive technology. Integrating assistive technology requires an in-depth understanding of cultural diversity.

ED 443G Keiko Garcia-Assignment: Enabling Dreams

ED 443G

Keiko Garcia

Enabling Dreams

6/11/2010

Nature of Lesson Plans in inclusion settings

            When we are writing a lesson plan for students in inclusion settings, it is critical that we ensure learning opportunities are provided for those with disabilities and special needs in our classroom. One of the significant differences between lesson plans designed mainly only for typical students and lesson plans with inclusion will be that the revised one has the same emphasis on providing learning opportunities to students with special needs fully.  It also should have the same or reasonable expectation for those students to reach the lesson objectives as typical students. The attitude of teachers should be more proactive in inclusion classrooms. Teachers should believe in the potential those students with special needs have and consider those deficits or challenges they have to be something that can be accommodated and supplemented with ATs and the efforts of educators.

           

Important Components of Revised (inclusion) Lesson Plans

Some of the components that need to be included in a revised lesson plan with the purpose to provide equal opportunities for learning to every student in your classroom will be the following.

a). Assistive technology is in cooperated into a lesson.

b). The objectives for the lesson are reachable for students with special needs with the use of ATs.

c). Steps in each activity with the ATs for students with special needs in the process of reaching the objectives are clearly stated.

d). Knowledgeable personnel/Para educators/teachers to assist students with ATs are provided in the lesson.

e). Necessary supports in addition to ATs are included in the lesson plan.

f). Appropriate assessment of achievement/accomplishment of students with special needs using ATs is reasonably defined.

Remember

Activities in the lesson plan need be challenging enough for everyone. Those activities are there to include students with special needs with the use of ATs, not exclude. Those activities should strengthen their abilities and supplement their weaknesses. Those activities should bring out potentials they possess, not depriving them of opportunities for growing.

Benefits of the use of ATs and possible activities

 With the use of ATs, interaction with other peers or educators will be possible or even much easier for those students with special needs.

Some possible ideas of class activities with use of ATs include: interaction with other peers and communicate their thoughts and opinions through ATs, presentation and performance of their ideas with other peers through ATs, gaining more knowledge on subject areas with ATs, creating things with other peers with use of ATs and more.

            In Music, Art and PE classes, students with special needs can participate in class activities by operation ATs with minimum muscle strength and movements. They could possibly participate in those classes visually. For example, in music class, they can utilize keyboard or synthesizer to produce different sounds various musical instruments can produce. In addition, they can use AT devices to push keys of out instruments. They can create their own music recordings with musical technology. When it comes to PE classes, they can participate in PE by visual AT devices or audio AT devices by cheering for the teams, or being a judge for games. They can also design new games for PE that typical students can play. In Art class, students with special needs can utilize digital devices to create their own artwork.

            In content areas, they can do extensive researches on learning objectives and topics with use of Internet, computers, and other high-Tech AT devices.

Necessary Steps

There are several steps we need to consider in revising a lesson plan so that every one of our students in class will be able to participate and see the results of learning.

1.     Assessment of their current ability and compliment: First, we need to reevaluate and assess what those students with special needs are capable of doing and not doing.

2.     With the assessment results, we should be able to select appropriate  goals and objectives, and ATs for each student.

3.     We should process necessary paperwork for ATs to be provided for their education in classroom.

4.     Educators need to receive adequate training to be able to operate them properly.

5.     Finally, educators need to prepare assessment to evaluate their learning activities and outcomes to assess appropriateness of the selected ATs.

 Assessment

As far as assessment is concerned, we should be able to evaluate their activities and performance in the area of knowledge gained, comprehension, participation, application, and whatever other areas are appropriate for specific activities you are making assessments on.

Depending on their abilities and disabilities, we may need to modify objectives at times. It should be measureable and the results of the assessment should guide educators to prepare lessons plans in inclusion settings in making another lesson plan.     

Conclusion

In conclusion, the most significant element in lesson plans in inclusion settings with ATs is that objectives is that selected ATs for students with special needs are enabling them to access to what they couldn’t otherwise. Also, we must ensure, in our lesson plans, steps for each activity during the class is individually planned, and assessments are appropriate for their capabilities.  It is critical that teachers are knowledgeable about ATs and their usage. Finally, teachers must keep in mind that each lesson should bring out their potential students with special needs possess and see growth in both academic and social areas.

                       

                                                                                                                                                                                                                                                                                                         

443G: Assignment Low-Tech Demonstration on Multiply

443G Assignment-Low-Tech Device demonstration video

Keiko Garcia

http://keikogarcia.multiply.com/video/item/6/Low-Tech_Device

It saddens me to see precious animals run over by cars and left dead on the road. How can we prevent this from happening?