assistive+technolgy

Innovation Assistive Technology  Assistive Technology is a genetic term that includes assistive, adaptation, and rehabilitative devices for people with disabilities and includes the process used in selecting, locating, and using them. According to the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (US Public Law 100-407), it states, “Technology designed to be utilized in an assistive technology device or assistive technology service.” Assistive Technology can include software/hardware, wheelchairs, digital calculators, walkers, or other devices that can enable a disabled individual’s accessibility of using computer operated devices using technology. It can benefit my classroom by making transitions from manual to technological uses that will enable the individual’s learning abilities, styles, and skills for using these devices. It will enhance their self-esteem by making their learning experiences more independently accessible by using, adapting, and implementing devices that make them feel comfortable about their learning environment. I selected Assistive Technology because I teach 12 self-contained special needs student that refuses to do their work on their own. I have tried many learning strategies to help keep them motivated to learn within their Language Arts, Social Studies, Math, and Science classes. They refuse to write their assignments because they feel that “this is too much work.” I have found another alternative to help keep them motivated such as websites such as nick.com, vocabulary.com, and other sites that they enjoy on the computer. I want to add this technology to my curriculum whereas it will become a part of their everyday learning experience. I chose Assistive Technology over the other two because using the electronic media tools and other tools to keep up with the individuals’ progress can all be allotted within the assistive technology implementation. The Tools of the Trade were also considered tools that could help enhance the individuals’ learning experience. Even though each has its own name or heading, they all contribute the same effects with implementing strategies within the classroom. Therefore, assistive technology would be a better term to use when investigating information to discuss as a tool to bring into our school system. Assistive technology devices enable individuals with disabilities to participate in society as contributing members. These devices are also credited with helping individuals with disabilities achieve optimal functional ability and independence (Phillips & Zhao, 1993). Furthermore, technology is recognized as a means for individuals with disabilities to access the mainstream society (Uslan, 1992) and as a mode to potentially equalize the capabilities of persons with and without disabilities (Scherer, 1993a). According to the National Center for Health Statistics, more than 17 million Americans used an assistive technology device in 1994 to accommodate for impairment (National Center for Health Statistics, 1997, November 13). []  “The degree to which technology is changed or modified by a user in the process of its adoption and implementation is termed re-invention (Rogers, 1995). Many individuals with disabilities have devised additions or modifications to their devices to meet their unique needs (Zola, 1982). As a result of re-invention, technology can become more appropriate in meeting an individual's present needs and more responsive to future needs that arise (Rogers, 1995). Although re-invention was studied extensively from a broad theoretical perspective in the diffusion of innovations theory, empirical research relating re-invention to continued use of assistive technology by individuals with disabilities is nonexistent.” The need to add assistive technology in our curriculum to help our disabled individuals will help motivate the individual’s learning performances as well as motivate their way of learning when they have tools that could make their learning abilities comfortable enough to manage within the classroom. \    <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Reference <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Reimer-Reiss, M. & Wacker, R. (2000). Factors associated with assistive technology discontinuance among individuals with disabilities. Journal of Rehabilitation. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">