EDUC 477:

Assistive Technology/Universal Design for the General Classroom Settings

Author: Lauren Morrello

  1. Under IDEA 2004, what constitutes a “highly qualified special education teacher?” Visit Wrightslaw at http://www.wrightslaw.com .
  2. What is the difference between IDEA and Section 504? Take the quiz and see if you know…http://www.familyeducation.com/topic/front/0,1156,23-3299,00.html
  3. Name 2 assistive technologies that are recommended for a student with cerebral palsy. http://www.jan.wvu.edu/ Click on education settings.
  4. Name 1 way to modify a computer keyboard for a student - http://www.abilityhub.com/
  5. Describe a lo-tech assistive technology that you could make yourself -http://www.abledata.com/

Answers:

Answers as submitted by Adikie Davidson

  1. REQUIREMENTS FOR SPECIAL EDUCATION TEACHERS.--When used with respect to any public elementary school or secondary school special education teacher teaching in a State, such term means that--
    1. the teacher has obtained full State certification as a special education teacher (including certification obtained through alternative routes to certification), or passed the State special education teacher licensing examination, and holds a license to teach in the State as a special education teacher, except that when used with respect to any teacher teaching in a public charter school, the term means that the teacher meets the requirements set forth in the State's public charter school law;
    2. the teacher has not had special education certification or licensure requirements waived on an emergency, temporary, or provisional basis; and
    3. the teacher holds at least a bachelor's degree.
  1. SPECIAL EDUCATION TEACHERS TEACHING TO ALTERNATE ACHIEVEMENT STANDARDS.--When used with respect to a special education teacher who teaches core academic subjects exclusively to children who are assessed against alternate achievement standards established under the regulations promulgated under section 1111 (b)(1) of the Elementary and Secondary Education Act of 1965, such term means the teacher, whether new or not new to the profession, may either--

    1. meet the applicable requirements of section 9101 of such Act for any elementary, middle, or secondary school teacher who is new or not new to the profession; or
    2. meet the requirements of subparagraph (B) or (C) of section 9101(23) of such Act as applied to an elementary school teacher, or, in the case of instruction above the elementary level, has subject matter knowledge appropriate to the level of instruction being provided, as determined by the State, needed to effectively teach to those standards.
  2. SPECIAL EDUCATION TEACHERS TEACHING MULTIPLE SUBJECTS.--When used with respect to a special education teacher who teaches 2 or more core academic subjects exclusively to children with disabilities, such term means that the teacher may either--
    1. meet the applicable requirements of section 9101 of the Elementary and Secondary Education Act of 1965 for any elementary, middle, or secondary school teacher who is new or not new to the profession;
    2. in the case of a teacher who is not new to the profession, demonstrate competence in all the core academic subjects in which the teacher teaches in the same manner as is required for an elementary, middle, or secondary school teacher who is not new to the profession under section 9101(23)(C)(ii) of such Act, which may include a single, high objective uniform State standard of evaluation covering multiple subjects; or
    3. in the case of a new special education teacher who teaches multiple subjects and who is highly qualified in mathematics, language arts, or science, demonstrate competence in the other core academic subjects in which the teacher teaches in the same manner as is required for an elementary, middle, or secondary school teacher under section 9101(23) (C)(ii) of such Act, which may include a single, high objective uniform State standard of evaluation covering multiple subjects, not later than 2 years after the date of employment.
  1. Quiz: Differences Between Section 504 and IDEA- Your score is 4.

  2. Sorry I can not open up the page, however for a student with cerebral palsy I think that depending on severity a wheel chair or leg braces may work.
  3. Make the keys larger
  4. Communication Board

Answers submitted by Bryan Russell

  1. I would quote nclb requirements here: ” • Special Education Teachers The highly qualified teacher requirements apply only to teachers providing direct instruction in core academic subjects. Special educators who do not directly instruct students in core academic subjects or who provide only consultation to highly qualified teachers in adapting curricula, using behavioral supports and interventions or selecting appropriate accommodations, do not need to demonstrate subject-matter competency in those subjects. Congress, in the context of the Individuals with Disabilities Education Act (IDEA) reauthorization, is considering modifying how the highly qualified teacher provisions of NCLB apply to special education teachers. The Department looks forward to working with Congress in addressing this need.” You may find this article interesting as well—CNN documents a former drill sergeants transition to a special education teacher (http://edition.cnn.com/2003/EDUCATION/08/04/troops.to.teachers.ap/).
  2. This could be a pretty long answer, but the short and simple version is IDEA is a funded law that provides for the services/accommodations/etc whereas 504 is a regulatory law that merely says you must do x, y and z. Thus under IDEA you may receive some funding towards an AT device for a student (based on IEP) whereas on 504 you’re simply required to build an elevator if there isn’t one. Thus, schools tend to like IDEA more since it is coming with $ attached—though no they’ll always claim (often times accurately) that they don’t have enough $.
  3. Laptop and writing grip.
  4. You make keys larger and more easily visible. Much like they do with alarm clocks, remote controls, and so forth generally considered to accompany the senior citizen community due to visual impairments (impairments often shared by visually impaired youths). It is not mentioned in here that I saw right off the bat, but in a few different cars of people in wheelchairs (variety of different disabilities), I’ve seen variations of a rope/string attached to the top of the trunk door that opens. Thus for those trunks that open very high and are hard to teach they can simply pull the rope/string down. Hard to describe on here, but fairly easy to make on your own.