Impacts of the Tech Act Bonnilee Flanagan Edu 620: Meting Individual Student Needs with Technology Dr. Alicia Holland Johnson May 29, 2014

Assistive Technology “The term ‘assistive technology device’ means any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (Public Law , 2004).

Who uses AT? People who have: Visual disabilities: blind, low vision, colorblind Hearing disabilities: deafness Physical disabilities: poor motor control, slow response time, inability to use a mouse Cognitive disabilities: learning disabilities, distractibility, inability to recall information Communication disorders

Types of AT Low Magnifiers Canes, walkers Mid Talking spell checkers Calculators High Digital hearing aids Power wheel chairs

Tech Act The Tech Act was first passed in It provides funding for states so applicable assistive technology devices and services can be provided to residents. It ensures “appropriate assistive technology devices and services from birth to death and, therefore, coordinates services and transitions for school-aged children and youth” (Edyburn, 2013b).

Assistive Technology Act’s intention “The Tech Act is intended to promote people’s awareness of, and access to, assistive technology (AT) devices and services. The Act seeks to provide AT to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing field with other members of their communities. The Act covers people with disabilities of all ages, all disabilities, in all environments (early intervention, K-12, post-secondary, vocational rehabilitation, community living, aging services, etc.” (National Dissemination Center for Children with Disabilities, 2009).

Tech Act 2004 & UD ‘‘UNIVERSAL DESIGN.—The term ‘universal design’ means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are inter- operable with assistive technologies” (Public Law , 2004).

Tech Act & UDL The Assistive Technology Act defines UDL as a framework for providing: Flexibility regarding content, expression & product. Reducing barriers in instruction Providing accommodations and support Setting high expectations for all students including but not limited to ELL and student’s with disabilities (Edyburn, 2013a)

Tech Act & Education The Tech Act provides funding for AT. Therefore, schools are more capable of providing AT to support their students. Students who receive AT are able to do more things independently, quickly and easily. ( South Carolina Assistive Technology Program, 2012)

In America, 54 million people or 19% of the population have some type of disability. “Because of technology advancements and federal legislation, the United States is moving closer toward the goal of each individual with a disability being given the opportunity, education, and the needed AT to participate actively in school, the workplace, and society” (Dove, 2012). The Current State of AT Act

Impact of Tech Act on Students with Disabilities Students have opportunities: to fully participate in learning experiences in the least restrictive educational environments communicate effectively & engage in social interactions to become more independent to access materials and relevant information to achieve academic standards

How to foster the inclusion of AT in education Evaluate student’s strengths and weaknesses to find the appropriate AT device Collaborate with special education teachers and therapists who use particular devices & provide services Provide opportunities for students to use AT to meet IEP goals Incorporate AT & UDL into daily instructional plans Inform students of AT devices and explain why a particular student may need to use it.

Inclusion of AT & Employment “Success of AT in the workplace depends on workers and employers adopting positive attitudes, that encompass flexibility and problem solving skills” (Stumbo, Martin, Hedrick, 2009). If necessary, low cost and low tech workplace technology should be provided for individuals with disabilities in the workforce.

The main purpose of AT regarding daily living and societal interactions, is that it should provide independence relating to environmental obstacles. Therefore, AT provides “greater opportunities for societal participation and integration”(Stumbo, Martin, Hedrick, 2009 ). Daily living & Communities

My Educational Philosophy

Educational Philosophy All students deserve the opportunity to learn in an environment that is intellectually stimulating, secure and caring. As an educator, it is my goal to foster children’s interests, encourage them to become risk takers and empower children to succeed. This can be accomplished by exposing children to various teaching techniques as well as implementing differentiated instruction to meet the needs of my students. Providing students with alternative means of content, processes and products will ensure opportunities for academic success. My proactive approach to classroom management, will create a supportive learning environment.

AT Act’s Impact on Teaching & Learning Familiarize myself with a variety of AT devices that will assist the vast diversity of learners Successfully integrate ISTE Standards into instructional plans Incorporate effective teaching and utilization of technology into the curriculum with content, pedagogy and technology knowledge Collaborate with parents and special educators to create non restrictive environment for students who need AT

ISTE Standards The ISTE Standards are a comprehensive framework of technological guidelines for teachers to implement into their instructional practice. They Include: 1. Facilitate & Inspire student learning and creativity 2. Design and develop digital age learning experiences and assessments 3. Model digital age work and learning 4. Promote and model digital citizenship & responsibility 5. Engage in professional growth & leadership (ISTE, 2014).

TPACK In order for teachers to successfully integrate technology into their instruction they must have: technology knowledge pedagogy knowledge & content knowledge. Through careful consideration of their students, teachers are able to differentiate instruction, help students make global connections and encourage critical thinking all while using technology to enhance the learning process.

Collaboration with professionals and parents Share information with parents about their child’s IEP goals Ask parents to share information about their child’s strengths, weaknesses, and interests Provide parents with contact information and vise versa Work with therapists and special education teachers to successfully integrate AT devices to meet the needs of the student Globally collaborate with professionals to learn about innovative technology advancements

Tech Act in my classroom Being proficient in AT devices and services, integrating technology standards, employing TPACK during instructional planning, and collaborating with a variety of educational professionals in my community and globally will ensure that all of my students have the opportunity to learn without exclusion.

References Dove, M. (2012). Advancements in Assistive Technology and AT Laws for the Disabled. Delta Kappa Gamma Bulletin, 78(4), Edyburn, D. (2013a). Critical issues in advancing the special education technology evidence. Exceptional Children, 80 ( 1), Edyburn, D. (2013b). Inclusive technologies tools for helping diverse learners achieve academic success. San Diego, CA. Bridgepoint Education.

References International Society for Technology in Education. (2014). Standards for Teachers. Retrieved from www. iste.org/standards/standards-for-teachers National Dissemination Center for Children with Disabilities. (2009). Assistive Technology Act. Retrieved from Public Law (2004). Assistive Technology Act of Retrieved from pl pdf

References South Carolina Assistive Technology Program. (2012). SC Curriculum Access through AT. Retrieved from Stumbo, NJ., Martin, JK., Hedrick, BN. (2009). Assistive technology: impact on education, employment and independence of individuals with physical disabilities. Journal of Vocational Rehabilitiation, 30(2),