1. Assistive Technology Interview Laura Brown EDU 620 Meeting Individual Student Needs With Technology Instructor: Angelise Rouse June 1, 2014

2. Assistive Technology Specialist Meet Lori:  Lori and her Central Susquehanna Intermediate Unit (CSIU) team serve and support 17 school districts (csiu.org).  Knowledge and training with such devices as whiteboards, laptops, software, and any other implemented device, is obtained by spending 2-3 days training directly with the manufacturer of each device. Sometimes representatives of the companies come to her, like when they purchased an authoring tool called Tobi for their computers. It allowed them to install talking books onto some PCs in the school’s library.  Fully trained, Lori is then assigned to teach parents and teachers about the various devices the student will be using, and she also teaches the student.  Together with parents, and school district personnel, Lori works hard in getting devices and services for children with disabilities.

3. Lori aligns her work with: 1975 The Education of All Handicapped Children Act (PL 94- 142) is passed. This federal law requires that a free, appropriate public education, suited to the student's individual needs and offered in the least restrictive setting, be provided for all "handicapped" children. States are given until 1978 (later extended to 1981) to fully implement the law. Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.

4. A Brief Introduction to the Disabilities Lori May Encounter Visual Impairments Representing two broad groups: those with low vision and those who are legally blind. Hearing Impairments Hearing impairment means any degree and type of auditory disorder, while deafness means an extreme inability to discriminate conversational speech through the ear. CONT. http://trace.wisc.edu/docs/population/populat.htm

5. More: Cognitive/Language Impairments Cognitive/Language Impairments may be categorized as memory, perception, problem-solving, and conceptualizing disabilities. Memory problems include difficulty getting information from short- term storage, long term and remote memory. This includes difficulty recognizing and retrieving information. Perception problems include difficulty taking in, attending to, and discriminating sensory information. Difficulties in problem solving include recognizing the problem, identifying, choosing and implementing solutions, and evaluation of outcome. Conceptual difficulties can include problems in sequencing, generalizing previously learned information, categorizing, cause and effect, abstract concepts, comprehension and skill development. Language impairments can cause difficulty in comprehension and/or expression of written and/or spoken language. Physical Impairments Physical Impairments include poor muscle control, weakness and fatigue, difficulty walking, talking, seeing, speaking, sensing or grasping, difficulty reaching things, and difficulty doing complex or compound manipulations (push and turn). Individuals with spinal cord injuries may be unable to use their limbs. Twisting motions may be difficult or impossible for people with many types of physical disabilities (including cerebral palsy, spinal cord injury, arthritis, multiple sclerosis, muscular dystrophy, etc.). http://trace.wisc.edu/docs/population/populat.htm

6. Modify Lesson Planning Disabled or special-needs students may struggle with the traditional lesson and instructional presentation where the teacher verbally delivers the lesson. Whiteboard Braille Computers American Sign Language Lori Helps Teachers

7. Question and Answers Laura: What choice of technology is in the classrooms for the impaired student? Lori: The Laptop computer because of its capability to download free programs and apps, and because it can be utilized by all the students in school and at home. Laura: How is the Laptop implemented? Lori: Once the IEP Team develops the IEP for the student, the school is required to start providing all services within a 10 day period, including assistive technology. The school usually has an IEP in place at the beginning of every school year. Laura: Is there funding for these devices? Lori: Yes, we first try to get the full amount from Medicare and Medicaid, and we do this by indicating the student needs a particular device for health reasons. For instance, if a student is unable to speak then he/she needs a way to communicate, especially in communicating with their pediatrician who needs to diagnosis illnesses. CONT.

8. More Q & A Laura: Any other funding? Lori: Yes, from DAISY Multimedia, a consortium of organizations committed to creating the best possible reading experience for persons with disabilities; and anyone who needs help with reading (daisy.org). Laura: How do the devices get incorporated into the curriculum? Lori: The teacher has software options in creating accessible documents with audio, text to speech, and making text on the screen larger. Laura: What happens if something breaks? Lori: We get a replacement until our device is fixed by the manufacturer. Laura: Do teachers and students like a particular learning tool. Lori: Simplified technology, Program Organizing Dynamics Display System or PODD. Developed by Linda Burkhart it is a communication book with lots of pages of symbols and words. The child points to letters and symbols to communicate. The teachers like it because it is portable and not computerized so anyone can use it (Iburkhart.com). CONT.

9. More Q & A Laura: So how do we know if this technology is making a difference? Lori: Teachers are constantly assessing, and the IEP Team meet once throughout the school year to discuss the student’s progress, or no progress. The teacher or parent can request a meeting of the IEP team at any time to discuss the student and their needs. We feel that making adjustments to customize learning is for the benefit of the challenged learner, We want all students to have a good outcome, especially when it comes to education. Laura: I would like to recommend an app I just heard about, cameramouse, and you can get a free download at cameramouse.org. It is for the student with muscle impairments where they can’t use a keyboard, this app allows a regular computer to be converted into a computer where the student uses eye movement instead of a keyboard. Oh, and it’s free. Laura: Lori, your information is very valuable and I am looking forward to feeling more confident in the classroom. I will now know how to implement the right devices for my special needs students. You have encouraged me to seek other websites for free downloadable apps that will benefit my diverse group, and support their future learning. I now realize that I have the ability to make curriculum more assessable to all my students.