Recomendados
Más contenido relacionado
Similar a Assistive technology for learning and leisure
Similar a Assistive technology for learning and leisure (20)
Último
Último (20)
Assistive technology for learning and leisure
- 1. ASSISTIVE TECHNOLOGY FOR LEARNING AND LEISURE
- 2. SKILLS NEEDING INSTRUCTION Mobility Social Interaction Cooking Operating a Computer or TV
- 3. SKILLS NEEDING INSTRUCTION Cleaning Basic Hygiene Getting Dressed
- 4. INSTRUCTIONAL ROADBLOCKS Limited Instruction Time Level of Disability verses Instructional Opportunities Accountability Standards/Education for Everyone Cost of Instruction
- 5. MULTIMEDIA SOLUTIONS Computer-based Interactive Technology Video & Photo based Instruction
- 6. COMPUTER-BASED INTERACTION Simulations- real world representation by a computer program Microworld- risk free learning environments Educational Games In VIVO Training used (notes)
- 7. VIDEO/PHOTO-BASED INSTRUCTION Video delivered through multimedia programs Anchored Instruction- see notes Videos prompts action and models instruction Photos shows examples of instruction
- 8. ROLE OF ASSISTIVE TECHNOLOGY Assist during learning and leisure Makes learning universal Provides Independence
- 9. USEFUL AT EXAMPLES Touch Screens (includes iPads & Tablets) Trackballs Screen Enlargers Joysticks Oversized Remote Controls
- 10. MULTIMEDIA IMPLEMENTATION Trackball, Joystick, and/or Remote for interaction Instruction mirrors natural environment Scaffolding approach Video and Photo modeling/prompts Delivered though Computer
- 11. REFERENCES Laarhoven, T. V., & Laarhoven-Myers, T. V. (2006). Comparison of Three Video-based Instructional Procedures for Teaching Daily Living Skills to Persons with Developmental Disabilities. Education and Training in Developmental Disabilities, 41(4). Retrieved from http://daddcec.org/Portals/0/CEC/Autism_Disabili ties/Research/Publications/Education_Training_ Development_Disabilities/2006v41_Journals/ET DD_200612v41n4p365- 381_Comparison_Three_Video- Based_Instructional_Procedures_Teaching.pdf
- 12. REFERENCES Langone, J., & Clees, T. J., & Rieber, L., & Matzko, M. (Winter 2003). The Future of Computer-based Interactive Technology for Teaching Individuals With Moderate to Severe Disabilities: Issues Relating to Research and Practice. Journal of Special Education Technology, 18 (1). Retrieved from http://www.tamcec.org/wp- content/uploads/2009/06/JSETv18n1.pdf#page=6
- 13. REFERENCES Burgstahler, S. (Fall 2003). The Role of Technology In Preparing Youth With Disabilities For Postsecondary Education and Employment. Journal of Special Education Technology, 18(4). Retrieved http://www.tamcec.org/wp- content/uploads/2009/06/JSETv18n4.pdf#page=4 6
- 14. REFERENCES Herrygers, J., Clark, H.., Crosland, K., & Deschenes, N., (2010, December 3). Module 4: In-vivo Teaching: Strategies for Teaching Relevant Skills to Transition-Age Youth and Young Adults. Retrieved from http://tip.trustedts.com/Portals/0/pdf/Mod4-In- vivoTeaching.pdf
- 15. REFERENCES All Images courtesy of http://pixabay.com/
Notas del editor
- These skills will help disabled individuals learn to function independently while performing everyday tasks at home and in society.s
- These skills will help disabled individuals learn to function independently while performing everyday tasks at home and in society.
- The Roadblocks listed are inhibitors for training in a natural environment. The increased emphasis on educational inclusion and meeting accountability standards has limited the amount of time for instruction. Limiting the time for instruction could be a detriment for students with severe disabilities who require opportunities to acquire skills. The cost of instructing students in natural (real-life) environments can be costly when extenuating circumstance are considered.
- Multimedia instruction allows students to practice real world scenarios while bypassing many of the natural environment instructional roadblocks Computer-based Interactive Technology - includes simulations and other assistive technology Video-based Instruction includes Video modeling. Photos are used with or without videos to deliver instruction.
- In-vivo teaching strategies is to effectively enhance the daily living, problem-solving, academic, employability, and social skills of youth and young adults with emotional and behavioral difficulties (EBD) so they may become more self-sufficient and achieve their goals. This method of instruction is used in conjunction with video training as well.
- Anchored instruction is taught by structuring materials so that knowledge is used to find a solution. Anchored Instruction was created by the Cognition and Technology group at Vanderbilt in 1990 Video modeling/ rehearsal (Video Rehearsal Only): viewing a full video-based multimedia sequence prior to task engagement. Video rehearsal plus video prompting during task engagement (Video/In Vivo Video): viewing video sequence prior to and during task engagement through the use of a laptop. Combination of video plus photographs was included in the comparison Captions on videos and photos
- Assistive Technology can contribute to the mission of UDL. The use of Assistive technology will allow users to have what they need to fit their needs in order to gain knowledge or skills. Users gain independence by having the ability to accomplish tasks using assistive technology without the dependence upon others.
- These are just a few examples of the many types of AT available.