SPED 231 Test 2

Assistive Technology

tools that students can use to address barriers related to developmental, functional, or learning skills. 

Low AT

simple, non-electronic tools that help people with disabilities perform daily tasks

Mid AT

devices that are moderately complex and typically require batteries or a simple electronic power source, but are less sophisticated than high-tech systems

High AT

Electronic or computer-based devices that increase or improve a person’s functional capabilities. (are often more complex, often require power and provide more advanced support than low-tech options

Example of low AT

Visual Schedules, manipulatives, adapted pencil, modified scissors, etc.

Example of mid AT

wheel chair, braille translation software, audio book, math notation tools, timer, etc

Example of mid/high AT

AAC Device, screen reading software, electronic tablet (IPad, IPod, Kindle etc), electric wheel chair, etc.

what are the 2 interdependent aspects of assistive technology

Service and Device

Service (AT)

The supports necessary to use the AT devices appropriately

Device (AT)

Pieces of equipment/technology that facilitate work, communication, mobility, or other aspects of daily life

What are characteristics we might look for at an early age for Autism

avoids or does not keep eye contact, doesn’t respond to name by 9 months, doesn’t show facial expressions, uses few to no gestures by 12 months, etc.

What are strategies we can use in our classrooms with students with Autism? (be aware of what they are and how to use them in the classroom)

1. Task Analysis & Breaking Down Tasks Into Steps

2. Picture Schedules & Take Home Charts

3. Visual Cues & Cue Cards

4. Social Stories

5. Visual Supports & Visual Schedule

6. Social Skills Groups & Social Skills Lessons

7. The Importance of Subtitles and Captions In Television and Children Language Development

8. Social Skills Journals & Explaining Feelings In The Moment

Task Analysis & Breaking Down Tasks Into Steps

Instead of “Get ready for bed,” break it into:

1. Brush teeth

2. Put on pajamas

3. Get into bed

4. Read a book

Picture Schedules & Take Home Charts

Visual tools (using pictures or icons) showing the sequence of activities or routines throughout the day. Helps with predictability and independence—children can see what’s coming next. A daily picture chart showing: breakfast → school → playtime → homework → bedtime.

Visual Cues & Cue Cards

Cards or symbols that prompt a child to remember what to do, how to behave, or what’s expected. Reinforces learning visually (instead of relying only on verbal reminders). A “quiet” card during group time, or a card showing “eyes on teacher.”

Social Stories

Short, personalized stories that explain social situations and appropriate responses in a clear, structured way. Teaches social understanding and expected behavior. A story about “What to Do When a Friend Says No” or “How to Line Up at School.”

Visual Supports & Visual Schedule

Broader category including all kinds of visual tools—charts, symbols, or diagrams—that support understanding and communication. Helps children process information visually and feel more organized. A visual reminder by the sink showing steps for washing hands.

Social Skills Groups & Social Skills Lessons

Structured sessions (individual or group) teaching children how to interact with others—like making friends, sharing, or managing conflict. Builds communication, empathy, and cooperation. Practicing greetings, turn-taking, or how to ask someone to play.

The Importance of Subtitles and Captions In Television and Children Language Development

Turning on captions/subtitles while kids watch TV or videos. Boosts reading, word recognition, and language comprehension by connecting spoken and written words. Watching “Sesame Street” with captions on helps kids match sounds to text.

Social Skills Journals & Explaining Feelings In The Moment

Having children reflect or write/draw about their social experiences and emotions. Builds emotional awareness and self-regulation. A child writes or draws about what made them upset at recess and how they responded. 

What are some characteristics of students with learning disabilities

Disorders of attention, reading difficulties, poor motor abilities, written language difficulties, oral language difficulties, social skills deficits, psychological process deficits, quantitative disorders, information processing problems.

FAT City - be able to explain the difference between role play and a simulation?

F.A.T. City Workshop – Richard Lavoie

F.A.T. = Frustration, Anxiety, Tension Goal: Help teachers feel what it’s like to have a learning disability.

Key Ideas: • Students aren’t lazy – they process differently. • “The pain a child causes is never greater than the pain he feels.” • Empathy > Judgment.

Teaching Tips: ✔ Give extra time & direct instruction. ✔ Use positive reinforcement. ✔ Modify the approach, not expectations. ✔ Fair ≠ Same – give each what they need. ✔ Adapt for visual/auditory learners.

Main Lesson: Replace judgment with understanding.

What did you learn from the video (fat city) that may affect how you teach students?

really help me understand the amount of time that it will take our students to process information. Just from this video alone, I have adjusted the way I will go about teaching, making sure I am allowing enough time for them to be able to process what I am saying and try to help them decode what I am saying to be able to form their own thoughts. 

Know why it can be difficult to diagnose a student with a learning disability 

*something to note, this is one of the biggest population in education* every students symptoms look very different, there factors like anxiety, ADHD hearing/vision problems and language barrier that can mimic learning disabilities, they aren’t always super obvious, and the evaluation process is very complex because of all the tests that they student has to go through. 

What are functions of behavior?

• behavior always serves a purpose (obtain a desired outcome or goal)

• function is the purpose of or reason why a person engages in a behavior. it is linked to concepts of consequences and reinforcement

Specific disorders that could fall under the term of emotional and behavioral disorders

anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder (ocd), and psychotic disorders

What are teaching strategies that can be used with students who have emotional and behavior disorders?

building positive relationships, establish clear rules & routines, practice social and emotional skills, support positive behavior, modify academic instruction, practice coping & problem-solving skills

Identify the ABC of Behavior 

Antecedent, Behavior, and Consequence

Antecedents

This is the event that occur immediately before a behavior (sometimes these are referred to as “triggers”)

Behaviors

the actions or event that can be observed and measured

1911 – Bleuler (autism)

Coined “autism” (linked to schizophrenia)

1926 – Sukhareva (autism)

Described children with autistic traits

1940s — Kanner (autism)

Defined autism as social detachment; blamed “refrigerator mothers”

1944 — Asperger (autism)

Identified as high functioning autism

1950s — Bettelheim (autism)

Promoted false “parent fault” theory

1960s — Chess & Rimland (autism)

Shift to biological/genetic causes; founded Autism Society

1965 — Lovaas (autism)

Developed ABA Therapy

1972 — Schopler (autism)

Founded TEACCH program; parent colloboration

1990 — IDEA Law (autism)

Autism recognized under special education law

1998 — Wakefield (autism)

Fraudulent vaccine study (later retracted 2010)

2013 — DSM-5 (autism)

Combined subtypes → Autism Spectrum Disorder (ASD)

2014-2024 — CARES Acts (autism)

Expanded federal autism research and support funding 

2020 — CDC (autism)

1 in 54 children identified with ASD