Benefits of Assistive Technology in the Classroom
Assistive technology can help students with various disabilities participate in-class activities. Various types are available to meet different needs. Students with visual impairments and hearing difficulties can benefit from augmented and alternative communication devices. These tools enable them to take part in classroom activities and interact with peers and teachers. Text-to-speech readers let students type instead of verbally expressing themselves. The devices can be standalone devices or are applications for a laptop or other computer.
Text to speech
The use of text to speech in an assistive technology classroom has many benefits. The bimodal presentation of information improves understanding, increases motivation, and promotes academic success. Text-to-speech technology supports decoding and facilitates dialogue and writing. It can even be used to improve student self-esteem and self-worth. It is an increasingly popular tool in classrooms and is readily available in educational settings, including general education.
There are numerous text-to-speech apps for smartphones, digital tablets, and smartwatches. Some of these apps have special features. Other text-to-speech tools include the Claro ScanPen and the Office Lens. Chrome tools like Read&Write for Google Chrome, Snap&Read Universal, and XT2Voice are also available for use on Chrome platforms. Using text-to-speech software for your class requires some basic knowledge of technology.
A teacher must be familiar with the individual student with a disability to decide when to use the technology. TEST facilitates spontaneous written responses and allows students to record voice notes. In the class of twenty-eight, one student was able to record her voice notes and access a book, Black Beauty, independently. TTST is also effective for supporting student engagement with the text and building vocabulary and word recognition skills.
When used correctly, text-to-speech can improve learning and help students with learning disabilities learn. With Kurzweil text-to-speech technology, students can select 18 different languages and high-quality acapella voices. By encouraging students to try out different voices, text-to-speech can increase retention and comprehension. Students can also use text-to-speech technology for digital tests and reread test content as needed.
In a recent survey, 61.1 percent of students with disabilities and 50.9 percent of those without reported that they use closed captions at some point during their studies. Students with disabilities reported that the captions are extremely helpful more frequently, but the percentages of both groups were similar. In addition, 84 percent of students rated closed captions as moderately or highly helpful. Therefore, closed captions are an essential part of an assistive technology classroom.
Using closed captioning in an assistive technology classroom can be easier than you may think. For example, you may want to use it in your videos or live lessons. However, you should be aware that the technology is not available at every school, so use your discretion and know what works best for the population you serve. Using Google Classroom, which offers a wealth of digital resources, is a good place to start.
The research shows that using captions improves the understanding and retention of videos, even for students who don’t have a hearing impairment. Studies have shown that students who use closed captions are more likely to retain information. As a result, implementing captions in the classroom will help both students with hearing impairments and non-hearing peers. They will benefit from enhanced audio and video content. The benefits of using captions are numerous.
Aside from providing additional information, closed captioning can motivate students to improve their literacy skills. Students who rely on captions should also make sure they turn them on at home. This will increase motivation and engagement. These benefits can last a lifetime. With these benefits, it is essential to make sure you have an accessible classroom. For more information on closed captioning, contact Disabled Student Services. You will be glad you did.
For students with mobility disabilities, flexible furniture in the classroom can be a great way to promote learning and increase attention span. The classroom can look fun and colorful when students are able to move around and sit at their own desks without feeling cramped. Moreover, the furniture helps students process information more easily as it allows them to bounce, stand or move around freely. Here are the benefits of flexible furniture in an assistive technology classroom.
One of the most common forms of flexible seating is a beanbag chair. Sometimes, these chairs are referred to as stability balls or exercise balls. Stability balls are inflatable balls that allow students to bounce while seated, encouraging proper posture. Cushions are another popular form of flexible seating. They are ideal for reading corners and can be used for extra support. Another popular choice of flexible seating is a beanbag chair, which can be used in multiple ways.
Another type of flexible seating is beanbag chairs, which are part lounge chairs and part tables. Beanbag chairs are available with four chairs, and three and six-inch seats. They can also be folded into a 15-inch-high table. These chairs are usually sold in packages of four. Their plastic construction makes them durable. Scoop rockers are an inexpensive option for flexible seating. You can use them alone or in groups for a variety of activities.
Adaptive classrooms are becoming increasingly common, and this includes flexible furniture. This type of furniture allows teachers and students to explore new ideas by rearranging their stations or changing classroom configurations. The benefits of adaptive furniture include improved attention span, reduced fatigue, and improved behavior. Students with disabilities can maximize their learning potential by sitting in stable, comfortable positions. Flexible furniture also promotes socialization and reduces isolation. In addition to providing a comfortable place for students to sit, these products can also improve fine motor skills.
A child with a disability can benefit greatly from computer-assisted instruction, but many parents and educators are unsure how to make this technology accessible. These students may be in wheelchairs or have other physical or sensory limitations that make them difficult to communicate. They may need the help of captioning to understand teacher instructions. But whether the child is deaf or blind, computer-assisted instruction can help them with a wide variety of educational tasks.
In addition to facilitating learning, this type of technology can also help students develop higher-order thinking skills. A number of students with disabilities have difficulty gathering information, analyzing it, and synthesizing it. Today, telecommunications and multimedia are providing students with new tools for learning. But what makes the use of computer-assisted instruction in an assistive technology classroom so special? Here are a few tips.
First of all, computers should be integrated into the curriculum. Assistive technology shouldn’t be confined to specific subjects. It should be integrated into the curriculum to increase student access to it. Teachers should be encouraged to play the role of technology coordinators within the school. They are most familiar with the demands of the curriculum and should know best how to incorporate free educational solutions into their classes. Once a child understands the advantages of using computers in the classroom, they may be able to use computer-assisted instruction to maximize learning.
The goal of using computer-assisted instruction in an assistive technology classroom is to help students with disabilities learn and progress. Whether the student can read or write, the computer can help them learn and memorize new words and phrases. This type of technology can range from low-tech to high-tech. This type of technology is a great addition to any classroom and can benefit a wide range of students with disabilities.
The use of graphic organizers in an assistive technology classroom is a valuable practice for students with learning differences. The use of graphic organizers demonstrates higher-level thinking skills, which align with grade-level academic standards. This type of instructional technique helps students who have difficulty communicating their needs and wants, and also allows teachers to tailor the lesson to individual student needs. Here are some examples of graphic organizers that can be useful in an assistive technology classroom.
One of the primary goals of a graphic organizer is to help students structure their ideas and organize them. This method of visual thinking is known as “visual thinking,” and it provides students with an endless number of options for arranging ideas in various ways. With the use of this technique, students can organize their ideas in any relationship or layout that helps them understand the content. Adapted graphic organizers can be printed from various websites, or can be created using a word processing program.
When designing a graphic organizer, teachers must consider many factors. The number of students with disabilities will vary, as will their levels of performance and preferred learning styles. Graphic organizers can be used to accommodate all of these factors and can work well in conjunction with Universal Design for Learning (UDL).
While graphic organizers are not technically AT, they can help students with learning disabilities organize their thoughts. Students with executive function and dysgraphia benefit from the visual organization of their ideas. By identifying key relationships in text, they can clarify the connections between concepts. Students with dysgraphia, for example, may have trouble with fine motor skills, word spacing, and the ability to put their ideas on paper. Graphic organizers are also useful for students with English language learners.