Assistive Technology

Assistive Technologies Empower Workers Who Have Disabilities -10/16/24

“As technological advancements become more accessible, they can help workers who have disabilities overcome physical and/or mental barriers improving their workplace performance. Devices specifically designed to help the disabled community often can help bridge the gap between abilities and task requirements enabling workers to contribute to and participate in the workforce with greater success.”

Students with disabilities have the right to have specific assistive technology services provided for them though a Section 504 Plan or through an IEP.

https://demarleinc.com/assistive-technologies-empower-workers-who-have-disabilities/

Apps to Support Successful Transition to College for Students with ASD

1/5/19 From “Teaching Exceptional Children” Volume 51 Issue 2 “As the prevalence of autism spectrum disorder (ASD) continues to increase (Centers for Disease Control and Prevention, 2014), so too does the rate of high school students with ASD enrolling in college after graduation (Brown & DiGaldo, 2011; Sanford et al., 2011). Although accommodations can be provided to these students through Section 504 of the Rehabilitation Act (1973), only 20% of students with disabilities, including ASD, graduate from college (Grogan, 2015), in contrast to 59% of students without disclosed disabilities (U.S. Department of Education, 2017). Many factors contribute to the disappointing graduation rate of students with disabilities, including those related to five key domains known to influence the success of college students with ASD: academics (Sayman, 2015; Taylor & Colvin, 2013), social interactions (Grogan, 2015; McKeon, Alpern, & Zager, 2013), living outside the family home (Cullen, 2015; Dente & Coles, 2012), executive functioning (Cai & Richdale, 2016; Sayman, 2015), and mental health (Pugliese & White, 2014; Taylor & Colvin, 2013). To prepare high school students with ASD for college, educators can use assistive technology, including specific software applications (apps), in tandem with evidence-based teaching practices to support skill development and student success (Fletcher-Watson, McConnell, Manola, & McConachie, 2014).”

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