Exam+3+Study+Guide-+Ch.+16+Assist.+Tech.

= I will post portions of the study guide for the 3rd and final exam as we cover the content in class. If you want to work collaboratively to answer questions, you may do so. = If you want to add answers to the wiki, I suggest you do it in a color other than black so that your classmates will know what has been added to the original study guide

** Study Guide Final Exam (Exam #3) Fall 2010 **
 * Exam Time Monday, Dec. 13 2:00 – 3:50 **

Like the previous tests, the test will be primarily objective (i.e., multiple choice, true/false, fill in the blank, etc.). There will be a few short answer type questions as well. Be sure to read the assigned pages in your textbook (Chapters 16, 9, 11, 10, 13 & 15) and review the Problem Solving Texts (Chapters 2 & 3) and the Iris modules assigned since the last exam. The test questions will come from both the readings and my lectures. ** (Chapter 13 will NOT be on the exam)  **

Differentiate between educational technology and assistive technology.
 * Chapter 16 – Assistive Technology and UDL **

Distinguish between the different types of educational technology:
 * Drill & Practice
 * Instructional Games
 * Integrated learning systems

Which law requires that assistive technology (AT) be considered for all students eligible for special education when developing their IEP?

Distinguish between an AT device and AT services. Why are AT services as important as providing the device?

What are some ways AT devices might support reading?

What general category of devices help compensate for lack of verbal communication abilities? What are some factors an AT team might want to consider when selecting such devices for a particular student?

What type of devices are used to help people manage personal needs? What are some ways such a device might be used by a student with LD or ADHD?

Distinguish between multiple means of representation, engagement and expression in the UDL model.

What are the steps in the decision-making process for selecting AT devices?

What are some of the benefits research has show for students using word processing and related software to support writing? What are some of the programs (both in the book and ones we looked at in class) that might be used? What are some of the features that make them useful for students with disabilities?

When is a calculator considered assistive technology? Even when able to use a calculator, many students with disabilities might still be at a disadvantage. Why?

Give a couple of examples of low-tech devices and a couple examples of high-tech devices,