Introduction to Assistive Technology for Young Learners: Video 1

Summary

This video, part of a series by PACER Simon Technology Center, introduces assistive technology for young learners, focusing on its impact from birth to age five. It clarifies misconceptions, emphasizing that AT has no prerequisites and can significantly enhance children's development. The script features Mason, a visually impaired child, demonstrating how AT like the Mountbatten Brailler, iPads, and smartboards helps him participate in daily activities, highlighting the technology's role in empowering children to reach their full potential.

Takeaways

• 🌟 Assistive technology (AT) is specialized tech that enables learners of all ages to perform tasks they might not be able to do otherwise.
• 👶 Introducing AT to young learners can be powerful, aiding their participation in daily routines and activities across various settings.
• 📚 The workshop aims to educate educators and families on AT, focusing on children from birth to five years old.
• 🔍 The script covers the continuum and categories of AT, urging the audience to try different technologies and understand research findings.
• 🏫 AT was first defined in the Individuals with Disabilities Education Act of 1990, with updates in 2004 to clarify school systems' responsibilities.
• 👶👧 AT for infants and toddlers must be linked to developmental needs, not just educational benefits, according to the Office of Special Education Programs.
• 🧠 Developmental domains to consider for children include physical, social/emotional, language, cognitive, and adaptive areas.
• 🏠 Participation in everyday routines is crucial for a child's development, offering both planned and unplanned learning opportunities.
• 🚀 AT for infants and toddlers is dynamic, changing as children grow, and is designed to support their development.
• 🌱 The purpose of AT is to create opportunities for children to communicate and participate, potentially accelerating their growth and skill-building.
• 👦 The story of Mason illustrates how AT can be integrated into a child's life to enhance learning, self-esteem, and active participation in family and community activities.

Q & A

What is the purpose of the video series by Erin Nelson?

The purpose of the video series is to provide an introduction to assistive technology for young learners, helping educators and families learn about and use assistive technology to support children from birth to five years old in their development, learning, and growth.

What is assistive technology according to the video?

Assistive technology is a broad category of specialized technology designed to help learners of all ages perform tasks they might not be able to do without it. For young learners, it can be particularly powerful in enabling them to participate in daily routines and activities.

What is the significance of the Individuals with Disabilities Education Act of 1990 in relation to assistive technology?

The Individuals with Disabilities Education Act of 1990 was the first federal law to define assistive technology, establishing a legal framework for its use in educational settings.

How did the definition of assistive technology evolve after 2004?

In 2004, with the passage of the Individuals with Disabilities Education Improvement Act, the definition of an assistive technology device was expanded to include clarification regarding the school system's responsibility for surgically implanted technologies like cochlear implants.

What does the Office of Special Education Programs clarify about AT use for infants and toddlers?

The Office of Special Education Programs clarifies that assistive technology for children from birth to three years old must be linked to developmental needs rather than educational benefits.

What are the five developmental domains mentioned in the video?

The five developmental domains are physical, social/emotional, language, cognitive, and adaptive.

Why is participation important in a child's development according to the video?

Participation is critical to a child's development because it provides both planned and unplanned learning opportunities within everyday routines, allowing the child to practice functional skills and reach their full potential.

How does assistive technology support the development of infants and toddlers differently from older students and adults?

Assistive technology for infants and toddlers is used to support their development, with a dynamic use of AT as children grow and change, whereas for older students and adults, AT may focus more on enhancing existing skills or compensating for specific limitations.

What are some examples of assistive technology used by Mason, the young learner featured in the video?

Mason uses a Mountbatten Brailler for writing activities, an iPad for educational games and spelling due to its larger letters and better contrast, and a smartboard for interactive learning experiences.

What are some common misconceptions about assistive technology mentioned in the video?

Two common misconceptions are that there are prerequisites to using assistive technology and that using it can hinder a child's development. The video clarifies that all children can benefit from AT without needing specific pre-existing skills, and research shows that AT can significantly enhance a child's development.

How does the video suggest that assistive technology can impact a child's academic and social skills?

The video suggests that assistive technology can help children build new academic, social, and emotional skills at a faster and more effective rate than without the use of AT.

Outlines

00:00

😀 Introduction to Assistive Technology for Young Learners

Erin Nelson introduces the concept of assistive technology (AT) for young learners, emphasizing its importance in helping children from birth to five years old to develop, learn, and grow. The video series aims to educate educators and families on the use of AT. AT is defined as specialized technology that enables learners to perform tasks they might not be able to do otherwise. It is particularly powerful for young learners, allowing them to participate in daily routines and activities. The video will cover the continuum and categories of AT, provide hands-on experience with various technologies, discuss research findings, and clarify legal definitions and responsibilities regarding AT. The development of children is contextualized within everyday activities across five domains: physical, social/emotional, language, cognitive, and adaptive. Participation in routines is key to a child's development, and AT is designed to support this by creating opportunities for communication and participation, thus empowering children to experience life's opportunities and build new skills.

05:00

🎓 Mason's Journey with Assistive Technology

This section of the script features Mason, a six-year-old visually impaired child, who uses various forms of AT to enhance his learning and development. Mason enjoys music, playing games like the Wii, and participating in activities such as bowling, tennis, and Dance Party. Despite his visual impairment, Mason's family and school work together to provide him with the necessary adaptations and technologies to succeed. In the classroom, Mason uses a Mountbatten for writing activities, which helps him write by feeling the Braille bumps. The school district has been supportive in providing this technology. Mason also uses an iPad for educational games and spelling practice due to its larger letters and better contrast. Additionally, he benefits from using a smartboard, which allows him to interact with educational content visually. The script highlights the evolving nature of technology in the field of visual impairments and the importance of integrating such tools into the classroom experience to support children like Mason.

10:02

🚫 Debunking Misconceptions about Assistive Technology

The final paragraph addresses common misconceptions about AT. It clarifies that there are no prerequisites for using AT and that it is a myth that children must possess certain skills before they can benefit from it. Research indicates that AT can significantly enhance a child's development, even in a short period. It helps children build academic, social, and emotional skills more effectively than without AT. The video concludes by inviting viewers to continue their learning about AT through the next video in the series, which will explore the continuum and categories of AT. The video content was developed with support from the U.S. Department of Education and is presented by PACER Center.

Keywords

💡Assistive Technology

Assistive Technology refers to specialized equipment, software, and services designed to help individuals with disabilities perform tasks they might otherwise be unable to do. In the context of the video, it is a broad category that includes various tools and devices aimed at enabling young learners, particularly those with disabilities, to participate in daily routines and activities. The video emphasizes the importance of integrating assistive technology into the lives of children to support their development, learning, and growth.

💡Developmental Domains

Developmental Domains are the areas of growth and learning that are crucial for a child's overall development. The video mentions five key domains: physical, social/emotional, language, cognitive, and adaptive. These domains are interconnected and essential for understanding how children learn and grow. The script highlights the importance of considering these domains when introducing assistive technology to ensure that it supports the child's holistic development.

💡Participation

Participation in the video is presented as a critical component of a child's development. It refers to the child's involvement in everyday activities that provide learning opportunities. The video emphasizes that assistive technology can facilitate a child's participation in various contexts, such as home, school, and community, thereby enhancing their learning and skill development.

💡Infants and Toddlers

The term 'Infants and Toddlers' in the video script specifically refers to children from birth to three years old. The video discusses how assistive technology for this age group must be linked to developmental needs rather than educational benefits, as stated by the Office of Special Education Programs. This highlights the importance of early intervention and the role of assistive technology in supporting the early developmental stages of children.

💡Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) is a federal law in the United States that ensures students with disabilities are provided with special education services tailored to their individual needs. The video mentions the evolution of the definition of assistive technology devices within this law, emphasizing the legal framework that supports the provision and use of assistive technology in educational settings.

💡Mountbatten Brailler

The Mountbatten Brailler is a specific type of assistive technology mentioned in the video that is used for writing activities by individuals who are visually impaired. It allows Mason, a young learner featured in the video, to write by pressing keys that correspond to braille characters. This device exemplifies how assistive technology can be adapted to educational activities to ensure inclusivity and accessibility.

💡iPad

In the context of the video, the iPad is an example of assistive technology that can be used by children with visual impairments. It is highlighted for its ability to provide educational games and spelling aids with larger letters and better contrast, making it easier for visually impaired children like Mason to see and interact with the content.

💡Smartboard

A Smartboard, as discussed in the video, is an interactive whiteboard that can be used as an assistive technology tool in classrooms. It is beneficial for children like Mason because of its large size and high contrast, allowing him to interact with the board and participate in classroom activities on an equal footing with his peers.

💡Misconceptions

The video addresses common misconceptions about assistive technology, such as the belief that there are prerequisites for using it or that it can hinder a child's development. The script clarifies that all children can benefit from assistive technology without needing to possess certain skills beforehand and that research supports the positive impact of assistive technology on children's development.

💡Research

The term 'Research' in the video refers to studies and findings that support the effectiveness of assistive technology. The script mentions that research shows the introduction of assistive technology can significantly enhance a child's ability to build new skills, both academic and social-emotional, and can do so more effectively than without the use of such technology.

💡Self-esteem

Self-esteem in the video is mentioned as one of the benefits that assistive technology can offer to children. By enabling them to participate in activities and build new skills, assistive technology can boost a child's self-confidence and sense of self-worth, contributing to their overall well-being and development.

Highlights

Assistive technology is a broad category of specialized technology that helps learners of all ages do things they could not do without it.

Assistive technology can be very powerful for young learners, helping them participate in daily routines and activities at home, school, and in the community.

The workshop aims to help educators and families learn about and use assistive technology for children aged birth to five.

Assistive technology devices and services were first defined in the Individuals with Disabilities Education Act of 1990.

The definition of an assistive technology device was clarified in 2004 to include surgically implanted technology such as cochlear implants.

AT for children aged birth to three must be linked to developmental needs rather than educational benefits, according to the Office of Special Education Programs.

There are five developmental domains to consider for children: physical, social/emotional, language, cognitive, and adaptive.

Participation in everyday activities is critical to a child's development and provides learning opportunities.

Assistive technology for infants and toddlers is used to support their development and requires dynamic use as children grow.

The purpose of assistive technology is to create opportunities for children to communicate and participate, empowering them to experience life's opportunities.

Assistive technology helps children build new skills or use existing ones, promoting development, enhancing learning, and boosting self-esteem.

Mason, a young learner with visual impairments, uses assistive technology like the Mountbatten Brailler, iPad, and smartboard to learn and participate in activities.

Mason's use of assistive technology allows him to be a normal child, adapting to his needs and integrating into classroom activities.

Technology for blind and visually impaired individuals is constantly changing, with Mason expected to integrate new devices into his learning experience.

A common misconception is that there are prerequisites to using assistive technology, which is false as all children can benefit from it.

Another myth is that using assistive technology can hinder a child's development; research actually shows it can significantly enhance skill building.

The video series is designed to educate about the continuum and categories of assistive technology and its impact on young learners.

The video contents were developed under a grant from the U.S. Department of Education and are brought to you by PACER Center.

Transcripts

[ Music ]

Hi, I'm Erin Nelson, and I'm an assistive technology specialist at PACER Simon Technology Center.

This is video one of a series about assistive technology for young learners.

An Introduction to Assistive Technology for Young Learners is a workshop designed

to help educators and families learn about and use assistive technology

to help children ages birth to five develop, learn and grow.

Assistive technology is a broad category of specialized technology that helps learners

of all ages do something that without this technology, they could not do.

For young leaners, introducing assistive technology can be very powerful in helping them

to participate in their daily routines and activities

at home, at school and in the community.

Today we will be giving you an overview of assistive technology.

We will talk about the continuum and categories of assistive technology.

We'll spend some time trying a variety of technology as we introduce each category.

It is also important to know what the research says about assistive technology.

We will share some articles you may be interested in reading

and summarize some of the findings.

Assistive technology, devices and services were first defined in federal law in the

Individuals with Disabilities Education Act of 1990.

These definitions remained unchanged until 2004 with the passage of the Individuals

with Disabilities Education Improvement Act when the definition

of an assistive technology device was added

to clarify what a school system's responsibility is regarding surgically implanted technology

such as cochlear implants.

The Office of Special Education Programs provides further clarification regarding

AT use for infants and toddlers stating that AT for children ages birth to three must be linked

to developmental needs and not to an educational benefit.

All children develop within the context of everyday activities,

which are the primary source of learning opportunities for a child.

There are five developmental domains to consider; physical, social/emotional,

language, cognitive and adaptive.

These developmental areas are interrelated, overlapping, predictable,

uneven and unique for every child.

Participation is critical to a child's development.

And in the context of routines provides both planned and unplanned learning opportunities

and allows for a child to practice functional skills.

Every day routines have many contexts and occur in the home or community, at mealtime,

during outside play, at birthday parties and at dance class.

AT for infants and toddlers looks different than AT for students and adults.

AT for infants and toddlers is used to support a child's development.

There are many changes as young children grow which requires dynamic use of AT.

The purpose of assistive technology is to create opportunities for children.

All children need interactions that will help them grow and change.

Assistive technology needs to be built into the daily routines and activities of the child.

It is only through these interactions that children may reach their full potential

with the help of assistive technology.

AT creates opportunities for children to communicate and to participate in a way

that would not be possible without the use of assistive technology.

It increases their ability to do it themselves and empowers children

to experience all of life's opportunities.

Assistive technology helps children build new skills or use the ones they already have.

It also allows children to be an active part of their family, classroom and community.

It can increase their participation in activities, promote their development,

enhance their learning and boost their self-esteem.

Let's look at one example of AT in action.

Meet Mason, a young learner who has and continues to use assistive technology

to help him learn, grow and develop.

[ Music ]

M-A-S-O-N.

Hi my name is Mason.

Mason is six years old.

He enjoys a variety of things.

He likes music.

This instrument is called a ukulele.

He also enjoys playing the Wii.

He loves bowling and tennis, and he also loves Dance Party.

He calls it just dance.

It's hard for him to follow along with movements,

but he just dances and has a good time.

That's that's about my favorite game.

Mason is visually impaired.

He actually is blind in his left eye,

and in right eye he has partial retina that he uses to see with.

With that retina that he has intact he can see about 2300 vision compared to the normal 20/20.

We are a normal family, and Mason is a normal child.

And we just use some adaptations to help make him successful and adapt

to his needs and the loss of his vision.

My name is Evie Pemrick, and I'm Mason's Teacher of the Blind and Visually Impaired

and also his Orientation and Mobility Specialist.

In the classroom Mason uses his Mountbatten as far

as technology goes, mostly for writing activities.

So any time the teacher has the students doing pencil,

paper writing, Mason uses his Mountbatten.

You go one, two, three, four, five, six.

You just press down these keys.

When you type something it will tell you what you typed.

C-A-T-S.

It's like bumps. Like bumps you read.

So, the Mountbatten Brailler was new to us last year.

The school district here has been fabulous about providing technology

and any other accommodations that we've requested.

So, the school district purchased the Mountbatten for Mason to use as long as he needs it.

He can read some large print, but at this point we are teaching him braille early so that

as the letters get smaller and the grades get bigger, he can keep up with the class

by being real comfortable with the braille.

He also uses an iPad at school and at home, which is convenient for him

for educational games for spelling because the letters are often larger,

and the contrast is usually better, which makes it easier for him to see that.

Spell came.

Ooh.

E-C-C-A-A-M-E, C-A-M-E, Came.

Super.

Mason uses the smartboard at school which is great for him because it's so large.

Often it's high contrast, and he can interact

with the smartboard just like his classmates can.

So, it allows him to be that normal child.

When the classmates are interacting with the smartboard, he can go up and use it as well

because it's often big enough for him to see.

So this is smartboard here.

You have to tap an E, and then you have to put it into the nest.

Egg.

Technology in the field of blind and visual impairments is constantly changing, and in fact,

Mason, while he's using a Mountbatten now, that's not necessarily the primary piece

of technology that he'll be using in a couple of years.

There are braille note takers.

There's screen reading devices.

Technology is constantly changing, and Mason because he's so technology-driven,

that will probably be continuing to integrate technology into his classroom experience.

I'll see you later.

Gotta drive. Bye.

[ Music ]

Let's talk about some common misconceptions about assistive technology.

Many people believe there are prerequisites to using assistive technology.

This is false.

It is a myth that children must already possess certain skills before they can use

or benefit from assistive technology.

The truth is that all children can use and benefit from assistive technology.

Because it's so important, let's say it again.

There are no prerequisites for using AT.

Even infants can grow, learn and increase family and community participation with the use of AT.

Another common misconception is

that using assistive technology can hinder a child's development.

This is also a myth.

The research actually shows the opposite to be true.

Research supports that even in a short amount of time,

the introduction of assistive technology can make a big difference.

With the use of AT, children can build new academic, social and emotional skills

often at a rate that is much faster and more effective

than building those skills without the use of AT.

Thank you for watching video 1 of the four part series,

an Introduction to Assistive Technology for Young Learners.

Now watch video 2 to learn about

the continuum and categories of AT.

The contents of this video were developed under a grant from the U.S. Department of Education.

Brought to you by PACER Center.