1. Recommendations forTechnology Supports for Learners with PhysicalDisabilities Fern Heffington EDU 352August 24, 2012 Instructor David Sparks 1

2. INTRODUCTION Section 504 ensured studentswith physical disabilities wereprovided equal access to a free,public education IDEA (1990) defined the 13categories of disabilitiesmeriting free special educationservices in public schools Under IDEA, physically-disabled students are entitledto such services as an IEP,special education academicsupports, and AT at no cost tothe student2 3. PHYSICAL DISABILITIES Impact mobility and use of limbs, and may experience sensorial, cognitive, motor, communication, or other neurological impairments Encompass neurological, muscular, or other physical disorders resulting from serious injury, genetic disorders, or illness Can severely impede academic, social, and behavioral functions Focus of education is on social and practical life skills in the classroom and real-world environments 3(Free, 2009) 4. Sip-and-Puff Assistive Technology (AT) Disabilities impede full immersionin learning activities and socialexperiences Potential for impact to academicskills and social and cultural identity Sip-and-puff technology allowsdisabled learners to operate assistive(ILT, 2011)hardware by blowing into a strawapparatus Allows for participation in academicand co-curricular activities with non-disabled students, increasingconfidence and proficiency(Ireland, n.d.)4 5. Augmentative and AlternativeCommunication (AAC) Devices AAC devices allow students to communicate audibly through a keyboard and blow-pipe or joystick Increases opportunities for social and academic communication Allows students to express ideas and ask questions (ILT, 2011) Increases confidence and proficiency through active participation and social inclusion (Ireland, 2012) 5 6. Summary and Conclusion Disabled learners face avariety of physical, cognitive,social, emotional, andpsychological issues Impairments cansignificantly impact practicallife skills, social and culturalidentity and self-worth, andacademic performance Use of Sip-and-Puff and AACtechnology increases thequality and breadth ofacademic and socialexperiences in the classroom (SA, 2009) 6 7. ReferencesAssist Ireland. (2012). Switches. Retrieved from http://www.assistireland.ie/eng/Products_Directory/BrainandSpinalCord.org. (2011). Assistive technology (AT) for TBI. Retrieved fromhttp://www.brainandspinalcord.org/brain-injury/assistive-technology.htmlFreeRepublic.com. (2009). Wheelchairs for Iraqi kids. Retrieved from http://www.freerepublic.com/focus/f- news/2172723/postsILTSource. (2011). Special needs switches. Retrieved from http://www.iltsource.com/Adaptive_Devices_s/28.htmKidNeeds.com. (2001). Physical disabilities. Retrieved from http://www.kidneeds.com/National Resource Center on AD/HD. (2012). IDEA (the individual with disabilities education act). Retrieved from http://www.help4adhd.org/en/education/rights/ideaNovita Childrens Services. (2006). Augmentative and alternative communication (AAC). Retrieved from http://www.novita.org.au/Content.aspx?p=64#how_does_aac_helpRosenberg, M. S., Westling, D. L., & McLeskey, J. (2007). Special education for todays teachers: An introduction. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.SA.gov.au. (2009). Support to go to school. Retrieved from http://www.sa.gov.au/subject/Community%2bSupport/Disability/School- aged%2bchildren%2bwith%2bdisability/Support%2bto%2bgo%2bto%2bschoolWrightslaw. (2011, March 11). Who is eligible for protections under Section 504 . . .but not under IDEA? Retrieved from http://www.wrightslaw.com/info/sec504.who.protect.htm7