Assistive Technology to Enhance Communication

On my continued journey of discovery about UDL ~ Assistive Technology will now be reviewed. Specifically I will be using the text book, Assistive Technology in the Classroom. I will be using the Chapter 6 focus questions to guide my post.
Students who are hard of hearing face challenges during a typical school day. The challenges range from a missed learning opportunities (can't ask or answer questions or share opinions) to missed social engagement (casual conversation). I know in my classroom I was in perpetual motion, primarily to maintain engagement, but also to allow me to assess student work and maintain classroom management. A student in my class who is hard of hearing would benefit from an assistive listening device (ALD) called an FM system; watch this you tube video for an explanation and benefits of an FM system. A key to making an FM, or any other assistive listening device successful is to have proper training; knowing the basics of the device will allow you to trouble shoot any technical issues. For students that are hard of hearing an ALD will address the barriers to learning that are created by poor acoustics, external classroom noise that carries into the class, and the sounds created by side conversations and student movement.

Augmentative communication is technology that allows the child to express their thoughts and feelings without the need to have their expressions or movements interpreted by a caregiver.   A child with cerebral palsy can communicate using  a device that is capable of expanding word choices as the child's knowledge and interests expand. An aided device allows for communication with a wider audience, while an unaided device allows the user the flexibility of taking it  with you, an example is sign language (page 150).

Resource:
Assistive Technology In the Classroom: Enhancing the School Experiences of Students with Disabilities, Second Edition 2012 by Amy G. Dell, Deborah A. Newton, Jerry G. Petroff,  Pearson