1. Welcome to CE430 – Unit 7 Class will start at the top of the hour! Please turn the volume up on your computer speakers to access the audio feature of this seminar. If you are unable to hear try logging out and re-entering and if this does not work call Tech Help at 1-866-522-7747. Learning Through Play in the Inclusive Classroom

2. Last week in CE430 we… Discussed the different characteristics of some of the more common types of special needs we often see in children. Examined ways that we could adapt the environment to meet the needs of these children. Described different teaching strategies which can be used when working with children with special needs. Any questions?????????

3. Unit 7: Assistive Technology Unit 7 discusses the various options for integrating assistive technology in an inclusive classroom. You will learn about the different low tech and high tech devices which are commonly used for children with special needs and diverse learners. We will see them in action and learn how to incorporate them into the classroom environment to enhance play and developmental skills.

4. Unit 7 Outcomes After completing this unit, you should be able to: Describe several different high tech and low tech assistive technology devices. Design various uses for assistive technology devices to enhance the development of children with special needs and diverse learners. Analyze the benefits of using assistive technology in the classroom.

5. Have you had experience with using assistive technology with a child? If so, please share these experiences. Let’s share…

6. What is Assistive Technology? Assistive technology is “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 individuals with disabilities.” - Michael Behrmann, edutopia.com

7. Low Tech Assistive Technology Low tech assistive technology devices are manually operated. Velcro pictures Adaptive switches Adapted eating utensils Communication notebooks Talking clocks and calculators Adapted books Pencil grips Mechanical hoists

8. Low Tech Assistive Technology A language delayed child can point to a picture of pretzels or of goldfish when asked what he wants for snack. Can you think of some other ways that you could incorporate low tech assistive technology devices into your inclusive classroom experiences?

9. High Tech Assistive Technology High tech assistive technology devices are electronically or battery operated. Computers Adapted mobility devices Electronic communication systems Advanced switches Tape recorders

10. High Tech Assistive Technology A child with severely delayed language skills can hit a button which will cause a computer to say words for him. Can you think of some other ways that you could incorporate high tech assistive technology devices into your inclusive classroom experiences?

11. Benefits of Using Assistive Technology In the Classroom For Teachers Opportunity to develop new skills Collaboration with other professionals On site support for high tech users

12. Benefits of Using Assistive Technology In the Classroom For Children Attention improvement Behavior improvement Increased opportunity for independence Improved communication with others Increased classroom participation

13. To Do List Remember class runs from Wednesday to Tuesday! And unit assignments are due Tuesdays at midnight! This week you will: Complete the readings Participate in discussion Attend seminar Complete the graded review

14. A Final Thought See every challenge with a student as a learning opportunity for a teacher.

15. References Behrmann, M. (1998). Assistive Technology for Young Children in Special Education: It Makes a Difference. http://www.edutopia.org/assistive-technology-young- children-special-education Hendrick, J. & Weissman, P. (2010). The Whole Child – Developmental Education for the Early Years 9 th ed. New Jersey: Merrill Parette, H.P. & Stoner, J.B. (2008). Benefits of Assistive Technology User Groups for Early Childhood Professionals. Early Childhood Education Journal, 35: 313-319.