Appropriate accommodations can include the use of assistive technology devices.Thirty years ago, fewer than 100 such devices were commercially available. Today, more than 29,000 assistive technology' devices exist for individuals with disabilities and for aging adults (Bausch & Hasselbring, 2004), Too often, people think of these devices in temis of expensive laptop computers and sophisticated software.
With the passage of landmark federal laws, equal access to technology for all students, regardless of their abilities, has been getting increasing attention in the field of education. Although considering a continuum of assistive technology (AT) items and services for individuals with disabilities is a mandated practice, education and rehabilitation professionals are faced with challenges of providing effective AT service delivery due to lack of clear legal and practical guidelines.
Assistive technology is guaranteed by law to be included when appropriate on individualized education plans (IEP) for young children with disabilities. Yet, the full potential of technology remains unfulfilled due to insufficient knowledge of options available, limited professional development, and a dearth of evidence on its effectiveness for particular daily routines and activities. This article describes a proactive strategy for meeting the needs of young children with disabilities through an assistive technology toolkit approach.
Despite the emphasis on technology and the rapid proliferation of assistive technology devices, little is known about the specific uses of assistive technology with persons who vary in disability type, severity, and age. The present study conducted a comprehensive review and a systematic analysis of published reports of assistive technology and skill acquisition of persons with disabilities. Uses of assistive technology, its benefits and obstacles, are reviewed. The results provide indications why technology is often abandoned.
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.
The effects of tutor-or computer-assisted word recognition (speech or voice) were assessed in a sample of third grade children. At pre-test, students' reading accuracy and fluency were evaluated on a training word list, generalization word list, and reading passages. Students were then randomly assigned to one of three group conditions—control (students practiced word lists alone), tutor-assisted, and computer-assisted—and given three training sessions.
CTL's collection of rugged Chromebook laptops, monitors and tablets, including features such as plastic bumpers, reinforced ports, water-resistant keyboards, non-slip textures and carrying handles.
Reading Horizons Discovery curriculum and software is aligned to the National Reading Panel's findings for effective reading instruction. The Reading Horizons Discovery® Software uses a series of assessments to individualize student instruction and track progress. Assessment and lesson performance data can be reviewed by teachers and administrators through the administration system.
The touch monitors come in two sizes, 15" and 17". They feature IntelliTouch SAW (Surface Acoustic Wave) technology, which means you can operate them with your finger, a stylus or a pointing device.
The ELO LCD touch monitors are available in three sizes: 15”, 17” and the new 19” model. The flat panel comes with a removable tilt base with a VESA mounting option. Impervious to liquid spills and splashes, humidity and wash down, these screens are the most contamination resistant available. Drift free operation for a lifetime of 35 million finger touches.