In today’s diverse classrooms, assistive technology (AT) plays a vital role in creating an inclusive learning environment. General education and s
In today's diverse classrooms, assistive technology (AT) plays a vital role in creating an inclusive learning environment. General education and special education teachers supporting students with exceptionalities should be well-versed in practical low-tech, no-tech, and high-tech resources that can be used to support the diverse learning needs of students with exceptionalities.
Instead of doing a 2 minute video for part 2 , please just write at least 200 words explaining the information
Assistive Technology Supports
Directions: Complete each section below as directed.
Part 1: Assistive Technology Tools
Various types of no-tech, low-tech, and high-tech assistive technology (AT) devices can be integrated into the general education classroom to support students with exceptionalities. Conduct research and complete the chart below to identify two examples of AT that you could employ for each category (no-tech, low-tech, and high-tech) to support students in academic skills in your future professional practice supporting students with exceptionalities.
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Type of AT |
Recommended Assistive Technology Provide two examples for each category. |
Support Provided In 2-3 sentences, describe the support each recommended device provides to assist students with academic skills across content areas and provide supporting research that justifies the use of each device. |
Cost and Accessibility In 2-3 sentences, explain whether each recommended device is affordable and readily available. Discuss any barriers to access for certain populations. |
Implementation In 2-3 sentences, discuss the ease of use for each recommended device including how you would implement it into existing classroom practices and whether any special training is required for effective use of the device. |
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No-Tech |
1. 2. |
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Low-Tech |
1. 2. |
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High-Tech |
1. 2. |
Part 2: Speech-to-Text/Text-to-Speech Video
After AT supports have been selected for students with exceptionalities, general education teachers are responsible for ensuring that the supports are implemented correctly and with fidelity in the classroom. Learning to use the AT supports effectively and guide students in their use is essential to supporting the learning needs of students with exceptionalities.
One of the most common AT supports provided to students with exceptionalities is the use of speech-to-text and text-to-speech tools. Many computer applications have such tools built in as part of their functionality.
· Use the topic Resources and conduct your own research about how to utilize the speech-to-text and text-to-speech tools available from the platform of your choice (i.e., Microsoft, Google).
· Practice using the tools so you are familiar with their functionality and application and are able to teach it to a student who is unfamiliar with how to use the technology.
· Create a 2-3 minute step-by-step video that demonstrates the use of the text-to-speech and speech-to-text tool and explain it using student-friendly language. Include an age-appropriate example of when this type of tool would be appropriate for use in supporting students with moderate to severe exceptionalities.
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Paste the link to your video below. Ensure that others can access and view your linked video prior to submitting the assignment. Video Link: |
Part 3: Reflection
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Address the following in a 200-250 word reflection. · Explain why it is important for general education teachers in all grade bands to be knowledgeable and trained in the use of no-tech, low-tech, and high-tech assistive technology (AT). Include a discussion about how the application of AT supports enables students to remain in the Least Restrictive Environment (LRE) and access general education curriculum among their peers. Support your ideas by citing at least one scholarly resource and by providing a real-world example. |
Part 4: References
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Support the assignment by citing a minimum of three scholarly resources. |
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