Miranda and Josh, two students with low vision, are too young to advocate for themselves. Miranda is a nine-year-old third grader; she had had enough school experience that she can begin advocating for herself. According to the anecdotal evidence provided by Beard et al., Miranda is a child of average intelligence for whom accommodations have been made thus far in her school career. One can assume that her progress has kept pace with that of her peers and she is beginning to understand her own learning style and what she needs to continue to be successful.
Josh is only five and thus just beginning to learn what school is all about and how he can be successful. The special education team is being proactive in addressing Josh's needs in anticipation of the greater vision and hearing losses his doctors have cautioned everyone to expect. Josh is fortunate to have a grandmother and the special education team advocate for him when he cannot yet do so for himself.
Another case study in Beard et al. is that of Beth, a young teenager who experienced vision loss after an accident. Recommendations for assistive technology (AT) for Beth are somewhat hampered by the emotional components of her sudden vision loss. Beth will be able to be a better advocate for learning once she deals with some of the emotional issues surrounding the accident.
In Chapter 9, Beard et al. describe Mary, a high school student who started receiving services as a second grader because of a learning disability related to reading. An accident as a teenager left Mary with partial paralysis and some fine and gross motor impairments. With the support of the special education team and her parents, Mary is making decisions about her high school education while also preparing for college and a career and independent living after graduation. Mary eagerly participated in this transition planning; she needs "intensive planning and specific instruction in how to use AT to support transition and successful living in the adult world" (Beard et al.). It is fortunate that Mary is both willing and able to learn to advocate for herself. In this way, Mary and students like her have...
Elementary Special Education Teachers Place Value in the use of Technology Resources for Students? Alix Desulme Technology is an integral part of society. Students learn through use of technology like personal computers, tablets, and e-books (Garland & Tadeja, 2013). Computers can provide access to videos, documents, and other forms of data that students have the choice of absorbing via visual or auditory methods. Tablets provide the same access but with a
Economic Motivators for Employers on Employment Rates for People With Disabilities in Atlanta Qualitative Research Quantitative Research Definition of Disability Statistics for Individuals with Disabilities Effects Of ADA On Persons With Disabilities Economic Motivators for Employers Hiring People with Disabilities Factors Affecting Economic Motivators for Employers Lack of Information and Knowledge Regarding Economic Motivators Misconception about Individuals with Disabilities Inaccessible Hiring Strategies Conflicts with Existing Programs Lack of Appropriate Planning and Difficulties in implementations Economic Incentive Programs Unemployment Among People with Disabilities Summary Conclusion CHAPTER
Aristoxenos, two centuries after Pythagoras released his model, sought to discredit the standing theories held by Pythagorean devotees. In his works, he established that numbers are not relevant to music, and that music is based on perception of what one hears, not any mathematical equation. Descartes as well as Vincenzo Galilei (Galileo's father) both also discredited the music-to-math theories that formed the revolutionary basis for Pythagoras' music work, but not
Auditory Computer Files Assist College Level ESL Learners The objective of this study is to examine whether auditory computer files assist college level ESL learners. Linda Dwyer writes that text-to-speech readers are not generally available "outside of the disability community and may be prohibitively expensive when obtainable." (Dwyer, nd, p.1) In addition, Dwyer reports that ESL instructors are often not aware of the research or the resources that are available. Dwyer
Economic Motivators for Employers on Employment Rates for People With Disabilities in Atlanta Qualitative Research Quantitative Research Definition of Disability Statistics for Individuals with Disabilities Effects Of ADA On Persons With Disabilities Economic Motivators for Employers Hiring People with Disabilities Factors Affecting Economic Motivators for Employers Lack of Information and Knowledge Regarding Economic Motivators Misconception about Individuals with Disabilities Inaccessible Hiring Strategies Conflicts with Existing Programs Lack of Appropriate Planning and Difficulties in implementations Economic Incentive Programs Unemployment Among People with Disabilities Summary Conclusion CHAPTER
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