7B Kristin DelMonaco- Response to Jodi Bock

Jodi, your paper was well written and informational. I enjoyed learning more about the effectiveness of assistive technology. I found it very impressive that there are over 20,000 different assistive technologies. In my classroom, I know how vital technology is and can’t imagine our room without it. Many of our students use communication devices because they are nonverbal and it helps in the classroom.

1.     What is assistive technology?

As stated in Jodi’s paper, the U.S. defines an assistive technology device as, “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve functional capabilities of a child with a disability.” The use of assistive technology ensures all students have access to education.

2.     What are the differences between tech? (i.e. high, low, and med tech)

There are differences in the levels of technology. Low tech includes pencil grips, highlighters, raised lined paper, large print text, PECS (Picture Exchange Communication System), walker, or cane. These are all examples of simple accommodations that the teacher can make to improve the child’s education. Mid-tech includes calculators, closed captioned television (CC), audio books, and modified mouse and keyboards. High-tech includes power wheelchairs, hearing aids, computers, tablets, software, and apps.

Many of the students in my room use computers and tablets. We also incorporate the use of PECS for structured group activities such as snack, playroom, and morning meeting (to answer WH questions).

3.     Why must it be considered on every IEP?

As Jodi mentioned, assistive technology should be considered because it “can increase a child’s self-reliance and sense of independence. I completely agree with this statement. The students in my class need it. It does help make them more independent because they can communicate or move around on their own, instead of relying on others.

4.     What disabilities can technology support and how?

There are many disabilities that technology can support that Jodi mentions in her paper. The different disabilities/impairments that were mentioned included physical, visual, speech, cognitive, and hearing. In my classroom, there are a few students with speech impairments and they use iPad software to speak for them. One program that is really useful is LAMP.

5.     What are some of the different software programs and what needs do they support?

For students who are hearing impaired, such devices/apps that serve as aids are closed caption television, Reminder 101, and texting on cell phones. For auditory comprehension, different software that is available is Brain Fitness, Direction Following + Out Loud, Earobics, and Hoop Nut, Lunar Tunes. For students with physical disabilities options include walker, cane, wheelchair, eye-tracking devices, and more. For students with speech difficulties there are communication boards, PECS (Picture Exchange Communication System), iCommunicate (iPad). In my classroom, we use PECS because our students are nonverbal and it’s a wonderful tool because they make requests and explain wants and needs. For students with visual deficits there are tools such as enlarging screen information and audio books.