Search results

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

Consideration can be defined as the process of giving careful thought to something. When an IEP team considers the instructional programming and related goals and objectives for a student identified eligible for special education services, the process gives careful attention to a multitude of factors from different perspectives that result in individualized instruction for that student. Similarly, when assistive technology is considered for students with certain learning characteristics, careful attention must be given to ensure that the recommended assistive technology is required for the student to be successful and reflects an appropriate match between him/her and the tools (Zabala, 1995, 1996). For example, given that prescription eyeglasses can be considered assistive technology, and that a certain degree of visual acuity is generally needed in order for an individual to visually access print, one can see the importance of ensuring that the prescription is indeed required for an individual to perform and is appropriately matched to the visual needs of the individual. If eyeglasses are arbitrarily assigned to an individual, they may serve as an obstacle for the individual to see properly, thus, hampering his/her overall performance.

Beck discusses the need to improve library and information services for the deaf community. The technological support available to libraries to serve the deaf is identified and described. Turnkey systems are found to be lacking in applications devoted to those who cannot hear or who are hard of hearing. Other technologies, like captioned videos, TDDs, and assistive listening systems, are examined for levels of service and excellence as well as cost. Examples of technology in transition and for the future are offered, along with experiments on speech and sound. These include inner ear implants, the “data glove” experiments, and tactile translators. Technological conflicts that may arise due to one person having multiple disabilities are presented with a discussion on the prevention of dangerous or difficult situations. Possible difficulties and ways to handle opposing technologies are examined briefly. Appropriate sections of the Americans with Disabilities Act and Guidelines are grouped with the technologies that aid compliance. Additional laws are mentioned where their inclusion is appropriate. Suggested guidelines for serving the deaf/disabled community are offered for librarians working in all library types.

The growing proportion of older people in the United Kingdom requires policies that are cost‐effective and responsive to their needs. Both these factors have led to growing emphasis on policies which enable older people to remain in homes of their own. Older people are becoming more vociferous in expressing their views and are being encouraged to do this. This article reports on three pieces of research funded by the Engineering and Physical Science Research Council (EPSRC) which have attempted to draw on the views of older people about assistive technology and its role in staying at home policies.

This chapter offers descriptions of many current uses of video conferencing technology for the delivery of assistive technology (AT) services at a distance. It begins with definitions of remote AT services, virtual teams and virtual teamwork and moves to a discussion of the advantages and disadvantages of remote AT supports for individuals, teams and organisations. A review of research regarding the outcomes of remote services helps to clarify ways that assistive technology providers can enhance function and build agency capacity by working, at least in part, in a virtual support environment. The chapter provides a discussion of various aspects of virtual teamwork that affects how individuals work together remotely as well as potential barriers to the provision of remote AT services. Multiple examples are provided throughout as well as descriptions of specific features of video conference technology options that should be considered before adoption. A planning form for the integration of remote assistive technology supports into the array of AT support services is included.

Music‐listening technology is moving fast. As music compact disc (CD) sales fall, music download sales are on the increase. Portable music players (PMPs) can store entire music collections, including music videos, and can plug into home, car and other new music systems. This study examines the attitudes and perceptions of the over 55s towards new music technology, particularly PMPs and downloadable digital music. It also explores whether the over 55s are still interested in listening to music, and what barriers ‐ perceived or actual ‐ exist that limit access to new technology and how any limitations on access to the technology may be affecting their current music experience and compromising future listening.Statistical data from 50 completed questionnaires are supported by qualitative data from six additional semi‐structured interviews. Findings from this study suggest that people over the age of 55 listen to just as much (and sometimes more) music as they ever did. However, the research also reveals that their considerable lack of technological knowledge is the main barrier in their progress to newer music listening formats.

Technology is present in classrooms today in many ways that it never has been before. Technology, and more specifically assistive technology, can be used to provide students with visual impairments with equal access and engagement in learning. Best practices for using technology to enhance learning for students with visual impairments includes, but is not limited to, collaboration among all stakeholders involved, individualized instruction, and specialized training on behalf of students with visual impairments and their teachers. The heterogeneity of the population of learners with visual impairments must be explicitly addressed by educational teams taking into account the high prevalence of additional disabilities among students with visual impairments and other unique characteristics of this population. Stakeholders (i.e., students, families, caregivers, educators, administrators, and policymakers) need to work together and continue working together as education evolves to make this access and engagement a reality for all learners including those who are blind or have low vision.

Definitions of assistive technology are varied and sometimes contradictory and this raises particular issues for a new Journal seeking to address this area. A preference for loose and wide definitions is seen as leading to a more inclusive grasp of the field. Disability itself is a contested concept and this has affected the approach taken to technology use for groups that have been identified as having special educational needs. A key focus of the Journal of Assistive Technologies is on the practices of technology use, rather than the tools themselves, and this is discussed in the light of the social model of inclusion. The use of the term e‐Inclusion leads to a discussion of a tentative taxonomy of this area: technology to train and rehearse; technology to assist learning and technology to enable learning. Practitioners and researchers from a range of backgrounds are invited to contribute to the debates raised in this article.

This chapter focuses on the increasing use of both assistive technology (AT) and teacher assistants (TAs) to support students with disabilities within the inclusive classroom, and why it is vital that teacher assistants have appropriate training in the area of AT. A description of assistive technology and its role in inclusion of students with special needs is provided along with a description of training in assistive technology that was undertaken with teacher assistants. Implications for training and support of teacher assistants in the area of assistive technology are also discussed.

Assistive technology has the potential to enable people with disabilities to live, learn, and work more independently through the application of specialized technologies that reduce, eliminate, or minimize the impact of a disability. This chapter provides an overview of the international application of assistive technology, summarizes the purpose of this new book series, and highlights the chapters in this volume that reflect the most recent research concerning the efficacy of assistive technology.