Assistive technology devices pdf

Users can give the system some limited commands to perform mouse actions. Users can tell the system to click a link or a button or use a menu item. Please note both Windows and Mac have some speech recognition utilities, but they cannot be used to browse the web. Alternative input devices: Some users may not be able to use a mouse or keyboard to work on a computer.

This device is used by individuals who have no use of their hands. Motion tracking or eye tracking: This can include devices that watch a target or even the eyes of the user to interpret where the user wants to place the mouse pointer and moves it for the user.

Single switch entry devices: These kinds of devices can be used with other alternative input devices or by themselves. Responses from 7 participants indicated significant differences between 4 were not certified teachers of students the two groups in 7 9. The visual, auditory, tactile, motor, and cognitive skills necessary to access various types of assistive technology. The effects of low vision on the use of assistive technology such as lighting, contrast, size, and glare.

Braille literacy and its application in providing effective assistive technology services. The effects of deaf-blindness on the use of assistive technology. Use of assistive technology as part of the expanded core curriculum, including independent living devices.

Use of effective evaluative practices in collaboration with a multidisciplinary team to determine what technology would best assist the student in accessing the educational curriculum.

State the advantages and disadvantages of assistive technology for potential users with various degrees of vision. Identify a variety of assistive technology devices such as software, hardware, and peripheral devices for students with various visual abilities, ages, and cognitive abilities.

Use screen-reading software and make adjustments to its basic features. Use screen-magnification system software and make adjustments to its basic features. Use braille-translation software and make adjustments to its basic features.

Use braille-translation software for Nemeth code translation. Use various closed-circuit television systems or video magnifiers. Use various personal digital assistants or braille notetakers. Use digital recorders and make adjustments to their basic features. Use digital Talking Book players and digital e-book recorders including downloading e-books and make adjustments to their basic features.

Use braille embossers and make adjustments to their basic features. Use scanners and OCR software systems and make adjustments to their basic features.

Use a refreshable braille display and its accompanying software screen-reader software. Use common technology skills those practiced by the general population as they support learning of students with visual impairments.

Use a standard braille writer, a unimanual braille writer, and extension keys. Use electronic braille devices.

Use tactile graphic devices. Use a talking four-function calculator, a talking scientific calculator, and a software-based talking calculator. Operate a talking dictionary and a software-based talking dictionary. Make modifications to general education technology like a microscope or telescope for students with visual impairments. Identify various nonoptical devices available for students with low vision.

Describe the advantages and disadvantages of various types of lighting devices. Produce simple tactile graphics using the following methods of production: collage, tooled, Thermoform, microcapsule paper and heat fuser, and computer-generated graphics. Teach concepts related to the basic installation of assistive technology devices, including managing cords and plugs. Teach concepts related to the basic maintenance of assistive technology devices.

Provide instruction in assistive technology devices in purposeful ways and in authentic environments. Teach the student to use troubleshooting techniques. Provide sequenced instruction regarding technology as it relates to transition and employment. Teach students with visual impairments about resources for obtaining assistive technology devices and services.

Use appropriate educational strategies for the development of age-appropriate concepts and motor development appropriate for the use of assistive technology. Develop lesson plans that incorporate the use of assistive technology.

Know the differences in assistive technology instruction for students with visual impairments and other disabilities.

Teach students with visual impairments in one-on-one situations, small groups, and large groups. Articulate the visual features of learning environments as they affect instruction and the use of assistive technology. Assess and recommend assistive technology devices for specific learning environments such as the classroom and gymnasium. Analyze the visual such as lighting and glare , auditory like sound distractions and noise pollution , and physical environment to determine appropriate modifications of assistive technology devices.

Teach the student to adapt the learning environment to his or her needs. Teach the appropriate social skills when using technology in various environments. Provide the least restrictive environment and the use of assistive technology in different placements. Know the strategies for involving the student with visual impairments in the class while using assistive technology.

Understand the dynamics of the physical arrangement of the classroom including ergonomic issues and their impact on the use of assistive technology. Know how to use assistive technology across environments. Understand the need for portability and limitations of portability of specific assistive technology devices for students in various CEU Article environments.

Teach students with visual impairments the use of assistive technology for access to information in the classroom. Teach students with visual impairments to produce files in a readable format, including braille, large print, or an electronic format.

Teach students with visual impairments to use the Internet. Teach students with visual impairments to transfer files to appropriate assistive technology devices. Teach the student to stay current with new technology, access online manuals, and obtain technical assistance from vendors.

Identify and use a variety of sources for braille and large-print materials. Use various personal digital assistants or braille notetakers. Use digital recorders and make adjustments to their basic features. Use digital Talking Book players and digital e-book recorders including downloading e-books and make adjustments to their basic features. Use braille embossers and make adjustments to their basic features. Use scanners and OCR software systems and make adjustments to their basic features.

Use a refreshable braille display and its accompanying software screen-reader software. Use common technology skills those practiced by the general population as they support learning of students with visual impairments.

Use a standard braille writer, a unimanual braille writer, and extension keys. Use electronic braille devices. Use tactile graphic devices. Use a talking four-function calculator, a talking scientific calculator, and a software-based talking calculator. Operate a talking dictionary and a software-based talking dictionary. Make modifications to general education technology like a microscope or telescope for students with visual impairments.

Identify various nonoptical devices available for students with low vision. Describe the advantages and disadvantages of various types of lighting devices. Produce simple tactile graphics using the following methods of production: collage, tooled, Thermoform, microcapsule paper and heat fuser, and computer-generated graphics.

Teach concepts related to the basic installation of assistive technology devices, including managing cords and plugs. Teach concepts related to the basic maintenance of assistive technology devices.

Provide instruction in assistive technology devices in purposeful ways and in authentic environments. Teach the student to use troubleshooting techniques. Provide sequenced instruction regarding technology as it relates to transition and employment. Teach students with visual impairments about resources for obtaining assistive technology devices and services.

Use appropriate educational strategies for the development of age-appropriate concepts and motor development appropriate for the use of assistive technology. Develop lesson plans that incorporate the use of assistive technology.

Know the differences in assistive technology instruction for students with visual impairments and other disabilities. Teach students with visual impairments in one-on-one situations, small groups, and large groups. Articulate the visual features of learning environments as they affect instruction and the use of assistive technology. Assess and recommend assistive technology devices for specific learning environments such as the classroom and gymnasium.

Analyze the visual such as lighting and glare , auditory like sound distractions and noise pollution , and physical environment to determine appropriate modifications of assistive technology devices. Teach the student to adapt the learning environment to his or her needs. Teach the appropriate social skills when using technology in various environments. Provide the least restrictive environment and the use of assistive technology in different placements.

Know the strategies for involving the student with visual impairments in the class while using assistive technology.

Understand the dynamics of the physical arrangement of the classroom including ergonomic issues and their impact on the use of assistive technology. Know how to use assistive technology across environments. Understand the need for portability and limitations of portability of specific assistive technology devices for students in various CEU Article environments. Teach students with visual impairments the use of assistive technology for access to information in the classroom.

Teach students with visual impairments to produce files in a readable format, including braille, large print, or an electronic format. Teach students with visual impairments to use the Internet. Teach students with visual impairments to transfer files to appropriate assistive technology devices.

Teach the student to stay current with new technology, access online manuals, and obtain technical assistance from vendors. Identify and use a variety of sources for braille and large-print materials. Identify and use a variety of sources for electronic and recorded materials. Identify and use a variety of options for accessing information presented on chalkboards, whiteboards, DVDs and other video sources, overhead projectors, and computer projector systems.

Provide assistive technology services that allow a student to participate at the same level of involvement in learning activities as their nondisabled peers. Know PC computer and Apple computer accessibility options universal options menu, accessibility wizard, and display settings for individuals with visual impairments.

Know the funding mechanisms for professional development in assistive technology. Know the resources for local, state, and national professional development training programs. Know the federal, state, and local agencies that provide technology assistance to individuals with visual impairments.

Know the major assistive technology manufacturers and vendors. Know the local, state, and national consumer organizations such as the National Federation of the Blind, and the American Council of the Blind. Know how to obtain assistive technology to assist families through service organizations like the Lions Club and the Association of the Blind. Engage in professional development activities to demonstrate continual growth in current and emerging assistive technology services.

For all 7 competen- Relative ranking cies, the levels of expertise rated by the current participants were significantly higher than those rated by the experts. According to the results of the U-tests comparing the relative rankings of the Advocate for professional development in assistive technology.