ASSISTIVE TECHNOLOGY TOOLS

Do not let what you cannot do interfere with what you can do. - John Wooden

Brittany Lakin EDN 303-800 Fall Semester 2013

Assistive Technology Tools for the Visually Impaired

Screen Reader

A screen reader program allows individuals with visual impairment to listen to an audio output of what is on a computer screen. If a student with visual impairment was assigned to research a topic for an essay assignment in a computer lab, the screen reader program would be a vital tool to use. Academic gains of the Screen reader device include the ability to participate in class activities that include computer use and the ability to research topics on the Internet with audio aid. Potential barriers of the Screen reader could be a case when the Screen reader program is not accessible through a certain browser, but most do have a type of Screen reader if not multiple that do work.

A Closed Circuit Magnification tool is one that magnifies words or objects on a screen for those with visual impairment. If a student with visual impairment needed to watch a video in class pertaining to a lesson, the Closed Circuit Magnification device would allow the student to do so by enlarging the visual material. Academic Gains of the Closed Circuit Magnification tool are capabilities of viewing class technology material with less strain and the possibility of easier reading pertaining to class materials. Potential barriers of the Closed Circuit Magnification device could be the limits placed on hands with a handheld type of device and the minimal information shown when the information is enlarged.

Closed Circuit Magnification

Braille Translation Devices

A Braille Translation Device is one that is able to convert digital words into a Braille format. If students were assigned to write a creative story and then exchange and review with a partner, student with visual impairment could convert the other students paper to Braille with the translation device. Academic gains of the Braille Translation Device is that students can work with other students in connection to materials that are to be read and also that students that are visually impaired will not have to just rely on hearing information as they will have a copy of the Braille format. Potential barriers of the Braille Translation Device is that forms of the tool may not have the ability to convert special elements of text, such as graphs or tables, that could hold essential information pertaining to a lesson.

Assistive Technology Tools for the Developmentally/ Physically Challenged

Adaptive Keyboards are those that are altered to meet the needs of those with developmental or physical challenges. Examples include color coded keyboards, those with larger sized and spaced keys, and alphabetized keys. If an elementary student with motor disabilities was assigned the task of completing an interactive math game in the computer lab, a color coded adaptive keyboard would be of great assistance. Academic gains of the Adaptive Keyboard tool are that students can actively participate in technology learning methods while improving development in areas such as motor skills and cognitive processing. Potential barriers of the Adaptive Keyboard device are the sensitivity of the tool, which is beneficial, but could also lead to an increase of typing errors. Younger students learning to type with the device may have a harder time with the hyper sensitivity of the tool.

Adaptive Keyboard

Alternate Communication Device

Alternate Communication Devices are those that allow those with speech disabilities to communicate through pictures, phrases or gestures. Examples include sign language or electronic devices. If a student was assigned to share their opinion on important accounts of history with the class, like the Emancipation Proclamation, the use of an Alternate Communication Device would allow the student to depict their ideas and thoughts. Academic gains of the Alternate Communication Device are increased social interaction among students and teachers, and also a greater sense of selfworth connected to learning. Potential barriers of the Alternate Communication Device could be the limited amount of expressions with some of the devices and the amount of time needed to train the student to be comfortable using the device.

Adaptive Student Desks are those that are adjusted to the specific needs of the student according to their disability. An example of an Adaptive Student desk could be when a wheel chair bound student is taking their SATs and is able to position their wheel chair under the taller than average desk. Academic gains of Adaptive Student Desks are the accessibility that allows students to learn in a classroom and the proper area needed to achieve engaged learning for students that require special adjustments to their desks, such as padded seating or arm positioning. Potential barriers of Adaptive Student Desks could be the lack of mobility once positioned in the desk when participating in group activities in the classroom.

Adaptive Student Desk

Assistive Technology Tools for the Deaf and Hard of Hearing

Personal Amplification Device

A Personal Amplification Device is one that enhances hearing for those with hearing difficulties by increasing volume of the sound around the user. An example of a student using a Personal Amplification Device could be during a classroom review before a test. The student will be able to acutely hear the review information before taking the test. Academic gains from using a Personal Amplification Device is the ability to hear important all important information pertaining to class lessons such as test dates, due dates and assignments. Students will also be able to focus more on the information instead of translating what they though they may have heard. Potential barriers of the device is that it picks up all sound around the user which may become a nuisance when students have side conversations during a lecture.

An Audio/Visual Communication Device is one that combines auditory information with visuals to provide greater comprehension for deaf or hard of hearing students. If a student had to interview an individual for a research paper, using a webcam device as an Audio/Visual Communicator would create an ease for gaining information about the person. Academic gains from using an Audio/Visual Communication device is an increase in student comprehension of lesson material and less accounts of misheard information. Potential barriers of Audio/Visual Communication Devices are the accessibility of the devices in classrooms and the possibility of distracting other students in the classroom with images.

Audio/Visual Communication Device

Voice to Text Translation Device

A Voice to Text Translation Device is one that is able to convert spoken word into readable text. If students were assigned to create a presentation in groups of four, a deaf student would be able to engage with the group with ease using a Voice to Text translator. Achievement gains from using a Voice to Text Translator is that students have a visual representation of information much like notes to review and look back to. Students will also be able to keep with the pace of the class with the speed and ease of use of the device. Potential barriers of a Voice to Text Translator is the possibility of the device converting speech that does not pertain to what the listener wishes to view, or the possibility of misrepresenting speech on screen.

Resources:
"Augementative and Alternate Communication." American Speech-Language- Hearing Association. N.p., n.d. Web. 12 Oct 2013. <http://www.asha.org/public/speech/disorders/AAC/>. Burgstahler, Ph.d, Sheryl. "Adaptive Technology." The Faculty Room. N.p., n.d. Web. 12 Oct 2013. <http://www.washington.edu/doit/Faculty/Strategies/Academic/Adaptive/>. "CCTV Magnifier." AFB: American Foundation for the Blind. AFB, n.d. Web. 12 Oct 2013. <http://www.afb.org/section.aspx?FolderID=2&SectionID=7&TopicID=330&SubTopicID=98&DocumentID= 3662>. Loop, Lee. "Assistive Devices Abound for Helping with Communication for Cerebral Palsy Kids." CP Family Network. N.p., n.d. Web. 12 Oct 2013. <http://cpfamilynetwork.org/blogs/assistive-devicesabound-for-helping-with-communication-for-cerebral-palsy-kids>. "Screen Readers." AFB: American Foundation for the Blind. AFB, n.d. Web. 12 Oct 2013. <http://www.afb.org/ProdBrowseCatResults.asp?CatID=49>. "What is Assistive Technology?." South Carolina Assistive Technology Program. N.p., 09 Oct 2012. Web. 12 Oct 2013. <http://www.sc.edu/scatp/cdrom/atused.html>.