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Lamar University *

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Electrical Engineering

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Apr 3, 2024

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Hi Jaimee, You wrote, “Visual schedules help the student know what is coming next and with task completion.” I agree with this. Visual schedules help our elementary autistic students at the school I work at. “A visual support such as a visual schedule will ease frustration and anxiety as well as encourage task completion” (Carpenter et al., 2015, p. 164). We typically have their visual schedule on their desk since they are individualized for that student. For our younger students we have pictures of their task as well as the words, but as they get older, we only put the time and the subject they are doing. This can get tricky if there is a schedule change, especially if they are not reminded a few times beforehand. Sometimes they have a meltdown anyways, because we didn’t add it on their visual schedule. Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all students. (3rd ed.). Pearson.  Hi Ciara, You wrote, “The assistive technology continuum should always be used when considering the AT needs for a student. Every student is unique; therefore, their needs will certainly vary.” I agree with this. Assistive technology (AT) should be carefully considered for every student. Students with autism could benefit highly from the support of AT. “Visual schedules, tablet computers, and speech-generating devices provide much needed access and support for students on the autism spectrum” (Carpenter et al., 2015, p. 167). Depending on the level of supports the student needs, there are many devices that they could benefit from whether it is academically or in daily life skills. References Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all students . (3rd ed.). Pearson. Hi Leticia, You wrote, “With assistive technology, students will have a greater chance of equally accessing their general education environment with these additional supports.” I agree with this. Assistive technology (AT) allows students with exceptionalities supports in the general education setting to be successful and function more independently. For some students, without these supports, they would need assistance with everything. For others, the AT could be as simple as a pencil grip, but it is still needed to help them be more successful. “Understanding how the student is affected by the primary characteristics as well as these related conditions is critical in providing the types of supports the student needs to be a successful learner” (Carpenter et al., 2015, p. 161). The committee needs to ensure they are implementing the correct AT device that will benefit the student based on their individual needs as well as their level of supports.
References Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all students . (3rd ed.). Pearson.
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