辅助技术被定义为“一个项目或设备或产品系统获得商业,从书架上取书,修改,或定制的用于提高,维护,或改善个人残疾”功能。特殊教育教师,特别是在初中和高中,应该接触到技术工具,可以帮助学生绕过他们的学术弱点。老师会帮助学生通过训练他们使用便携、廉价的工具,在大多数情况下,可以使学生独立生活和行为更当他们离开高中,这将增加他们的机会最大化程度的成就和独立,尽管它仍将落后于同龄人没有残疾。例如，训练学生使用计算器比教初中生和高中生基础数学(比如两个数字相加)更实用。此外,如果学生能正确使用计算器但有困难说数字,他们可以使用更高级的工具,如计算器,帮助学生正确地说数字,可以用来当或任何他们需要它,重要的是选择一个适当的和有效的设备或工具,并不一定是一个昂贵的设备设计只是为了教育目的或残疾学生;Stodden等人(2003)发现，与低技术设备相比，复杂而昂贵的设备(如高科技设备)被更少地使用，对学生的吸引力也更小。有时，在正常的、现有的技术中寻找适合残疾学生的有用设备或软件要比仅仅专注于寻找专门为残疾人设计的特定技术有效得多。例如计算了残疾学生使用iPod Touch来替换智能板等设备所能节省的费用，即使没有必要的电脑、扬声器和扫描仪，也要3000美元;2) Kurzweil 3000软件(专为有困难的读者、诵读困难者和有注意力障碍的学生设计)，售价约500美元;3)一台笔记本电脑(可以运行Kurzweil 3000、计算器、电子记事本、日历、多重闹钟和便携式互联网接入)，价格在800美元到2500美元之间;4)闪存盘数据存储设备，价格在20到100美元之间。
Assistive technology is defined as “an item or piece of equipment or product system either acquired commercially, off the shelf, modified, or customized and used to increase, maintain, or improve functional capability for individual with disabilities” (Johnston, Beard, & Carpenter, 2007, p. 4). Special education teachers, especially in middle and high school, should be exposed to technological tools that can help students to bypass their academic weaknesses (Mull & Sitlington, 2003). Teachers will help students by training them to use portable and cheap tools that, in most cases, could make students live and behave more independently when they leave high school, which will increase their chances of maximizing their degree of achievement and independence, though it will still be behind their peers without disabilities (Blackorby & Wagner, 1996). For instance, training students to use a calculator can be more practical than beginning to teach middle and high school students basic math (like adding two numbers). Furthermore, if students can use the calculator but have difficulty saying numbers correctly, they can use more advanced tools, such as a talking calculator, which helps students to say numbers correctly and can be used whenever or wherever they need it .It is important to choose an appropriate and efficient device or tool, which does not necessarily have to be an expensive device designed just for educational purposes or for students with disabilities; Stodden et al. (2003) found that complex and expensive devices (e.g., high tech devices) have been used less and appeal to a smaller percentage of students compared to low tech devices. Sometimes it is much more effective to look within the normal, existing technology to find useful devices or software for students with disabilities than to just concentrate on finding a specific technology designed specifically for people with disabilities. For example, Skylar (2008) calculated the cost that can be saved by using an iPod Touch for students with disabilities to replace many devices such as 1) SMART Boards, which can cost 3,000 dollars even without the necessary computer, speakers, and scanner; 2) Kurzweil 3000 software (designed for readers who face difficulties, dyslexics, and students with attention disorders), which can cost around 500 dollars; 3) a laptop (capable of running Kurzweil 3000, calculators, electronic organizers, calendars, multiple alarms, and portable Internet access), which can cost from 800 to 2,500 dollars; 4) a flash drive data storage device, which can cost from 20 to 100 dollars.
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