Adaptive Technology Website by Sheryl Burgstahler
Burgstahler’s website is a fantastic resource for people looking to familiarize themselves with forms of adaptive technology for specific special needs. She explains that adaptive technology is any tool that helps students be more productive, capable, and independent. AT is especially helpful for student inclusion if the devices can help them use computer software and internet access. People with visual impairments, cognitive disabilities, mobility issues, health concerns, speech, and hearing impairment can all benefit from adaptive technology. A list of helpful technology for each of these needs is broken down on the website. The devices can be divided up into two main categories: Input and output devices. Some examples of input devices for various special needs include dictation software, large keyboard print, grammar and spell check. Output devices include screen enlargement and speech output. The author describes a goal of universal design for all public spaces. In other words, any public space would anticipate the accessibility needs of its inhabitants and accommodate them in a variety of ways. Braille, speech output, ramps, and more are all ways public spaces could work toward universal design.
DO-IT: Disabilities Opportunities Internetworking Technology by The University of Washington
This website is geared toward incoming college students with special needs at the University of Washington looking for work experience or classroom accommodations. The DO-IT organization, which stands for “Disabilities Opportunities Internetworking Technology”, brings together a variety of people: those looking to mentor incoming students with disabilities, educators interested in learning inclusion teaching methods, and students and employers interested in using technology to empower people with special needs. DO-IT also educates people on the importance of universal design of public spaces, education, technology, and services. The website provides videos about assistive technology for various disabilities, provides funding guides to obtain AT, includes transitional information for incoming students with special needs, and access to computer-based career information. DO-IT has a strong online community and resource base for those interested in learning about assistive technology and how it can benefit those with special needs in education or the workforce.
Reflection:
I am impressed with the DO-IT program available at the University of Washington and wonder how many programs exist that are similar at other higher education systems. I remember in college that many teachers would tell students on their syllabi to contact them if you were a student with any special needs, but I was never sure what qualified as a “special need”.
As a teacher for the last five years, I was not aware of what was considered adaptive technology until researching for my PD development website for this course. When I worked at a private school, I had very few experiences with students who had special needs because our school did not provide ample resources for them. Now that I am in my second year at a public school, I have seen many more examples of adaptive technology use. Students often have dictation software, iPad apps, or personal laptops to help them with reading, writing, speech, and visual impairment. These tools have not necessarily been used in my own classroom, but I am aware of students who use them. My adaptive strategies consist more of modified worksheets and tools. For example, if a student has low fine motor skills, I might provide them with bigger paper, worksheets that break skills down into more manageable parts, and larger-barreled supplies such as markers and thicker paintbrushes rather than skinnier colored pencils and brushes.
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