General Studies 420: Disability & Society SDSU: McClure Assi

General Studies 420: Disability & Society SDSU: McClure Assignment #5: Option 2 Assistive Technology RESPONSE

Students will define assistive technology and apply concepts to a case study. There are two parts to this assignment: an initial written response based on a chosen case study, and a follow-up analysis after reviewing related media or transcripts.

In Part 1, students select one of the provided case studies, design appropriate assistive technology supports, and answer specific questions about the individual’s needs, possible supports, and self-advocacy strategies. The response should be one to two pages, double-spaced, timed, and include a clear definition of assistive technology with proper referencing, responses to all questions, and integration of class concepts and examples.

Part 2 involves reviewing a related video or transcript on the chosen case study, then writing a reflection addressing what new information was learned about the individual, their suggested accommodations, how personal suggestions compare, faculty responses, and overall learning from the activity.

All submissions must adhere to academic formatting standards: Times New Roman, size 12 font, double-spaced, 1.0-inch margins, first-line indentation. Use person-first language to show respect for individuals with disabilities. Include a cover sheet/rubric and attach the case study at the end of the document. No email or digital dropbox submissions are permitted; upload only via Blackboard in the designated assignment folder. Points will be deducted for missing components or non-compliance with instructions.

Ensure your full name, student number, and date are included on the cover sheet. Save copies of your work and submit on time. Contact the instructor only after exhausting all resources described in the syllabus and Blackboard tutorials.

Paper For Above instruction

The following paper addresses the assignment's core requirements by defining assistive technology, analyzing a selected case study, and applying relevant class concepts and examples. For this purpose, I have chosen Gregoire’s story, a deaf student pursuing a degree to teach Spanish to deaf students, highlighting his needs, potential supports, and advocacy strategies.

Assistive technology (AT) refers to any device or service that helps individuals with disabilities perform functions that might otherwise be difficult or impossible. According to the Assistive Technology Industry Association (ATIA), assistive technology encompasses a broad range of devices such as wheelchairs, hearing aids, screen readers, or software, and services that provide training and support (ATIA, 2020). It aims to promote independence, participation, and equality for individuals with disabilities by reducing barriers and facilitating access to education, employment, and daily activities.

Gregoire’s story underscores the importance of accessible instructional strategies for deaf students. As a deaf student learning Spanish, Gregoire faces challenges related to communication and access to interpreters fluent in spoken Spanish. To meet his needs, a comprehensive set of assistive technologies and supports can be implemented. These include hearing aids or cochlear implants if applicable, supplemented by real-time captioning services. A vital support would be to install a mobile, high-quality speech-to-text transcription system capable of converting spoken language into text instantaneously, allowing Gregoire to follow lectures effectively (Himmelman et al., 2021).

Furthermore, the use of video relay services (VRS) or relay systems provides Gregoire with options to communicate with professors or peers in real time. For classroom learning, integrating digital note-taking apps and smart pens can assist him in capturing lectures and key points. Additionally, collaboration with interpreters or sign language professionals specialized in educational settings can enhance his participation. Encouraging Gregoire to advocate for himself involves teaching him how to request accommodations proactively, such as ensuring classroom captioning, scheduling interpreter services in advance, and utilizing communication apps seamlessly during instruction (Denmark et al., 2019).

Classroom and institutional supports should also include faculty training on disability awareness and the importance of accessible teaching practices. By involving students like Gregoire in planning their accommodations, educational institutions promote self-advocacy. As an example, promoting self-advocacy skills—such as preparing a checklist of needed supports and understanding how to communicate these needs—is crucial for success (Parish et al., 2020). Furthermore, leveraging peer mentoring programs can empower students like Gregoire to navigate barriers independently and confidently.

In conclusion, assistive technology plays a critical role in fostering equitable access to education for students with disabilities such as Gregoire. Customizing supports to individual needs, fostering self-advocacy, and providing institutional awareness are key strategies to ensure their success. Drawing from class concepts and examples, it is evident that the effective integration of AT not only addresses immediate access issues but also promotes long-term independence and academic achievement (Baya et al., 2022).

References

• Assistive Technology Industry Association (ATIA). (2020). What is assistive technology? Retrieved from https://www.atia.org
• Denmark, B., et al. (2019). Promoting self-advocacy among college students with disabilities. Journal of Postsecondary Education, 35(2), 125-141.
• Himmelman, N., et al. (2021). Advancements in speech-to-text technology for deaf and hard-of-hearing learners. Assistive Technology, 33(4), 245-253.
• Parish, S. L., et al. (2020). Self-advocacy in higher education: Supporting students with disabilities. Journal of Disability Policy Studies, 31(3), 123-134.
• Baya, A. A., et al. (2022). Technology and accessibility in educational environments. Education and Technology Journal, 28(1), 10-25.