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Assistive Technology

**I have a student with severe vision problems and she uses a magnifying dome and I have another
student with sever communication issues who has a communication board to help her. (please use these
two Assistive Technologies (AT’s)
***You don’t have to put it in an essay format. Just number them.
**I am also attaching the rubric that goes along with the project
AT Report Guidelines

Informed by course lectures, readings, and activities, candidates will develop the AT report in
stages/sections throughout the semester. The AT report should be submitted at the end of the semester.

The organization and main objectives of the AT report require candidates to demonstrate their
understanding of student diversity and knowledge of differentiated instruction and assessment by: (a)
writing two student profiles; (b) considering possible AT devices and selecting one AT device for each
selected student with exceptional learning needs ; (c) matching the AT devices with the students’
ELNs; (d) planning instruction and implementing evidence-based strategies while seamlessly
incorporating and using the AT devices; (e) self-assessing how they would monitor and evaluate the
implementation of the AT devices, including consultation/collaboration with families; and (f)
providing commentary on how the AT devices could improve the quality-of-life of the students with ELNs
and possible barriers associated with each AT device.

To complete the AT report, candidates will need to do the following:

1. Description of the students with exceptional learning needs (CEC Standard 1: ICC1K5, IGC1K1;
CEC Standard 2: ICC2K6; CEC Standard 8: ICC8S1; and CEC Standard 9: ICC9S10)

a. Candidates select and report on two students with significantly different ELNs (i.e., from two
different disability categories; one student’s ELN is associated with communication difficulties),
including those from culturally and linguistically diverse backgrounds.
b. Candidates’ student profiles must demonstrate their targeted understanding of the similarities
and differences in human development by describing issues in definition and identification among the
selected students with ELNs (i.e., the two different disability categories for the selected students)
—the background information clearly describes each student, the characteristics of their disability
category, and the individual characteristics each student exhibits.
c. Candidates’ descriptions of the two selected students in the AT report must indicate that they
researched/accessed/collected all relevant background data to describe the learning/social
characteristics of the selected students with ELNs and relationships between and among students with
and without ELNs.
d. The researched/collected data from letters a, b, and c above enable candidates to write a
profile of each selected student with ELNs in the AT report.
e. The description of the students with ELNs would benefit from additional commentary on how each
students’ profile would help form an individualized education program team specifically assembled
based on the academic/social learning needs of the selected students with ELNs (see statutory section
after the ninth guideline).

2. Description of the assistive technology devices (CEC Standard 4: IGC4K1; CEC Standard 5:
IGC5S2)

a. Candidates consider AT devices based on the written profiles of the selected students with
ELNs.
b. Candidates select AT devices based on each student’s ELNs (see table on page 1 for
examples/ideas).
c. Candidates must describe each assistive technology in detail (e.g., think of this as…being a
member of the marketing department charged with writing the descriptions of the selected AT devices).
d. Candidates describe where each assistive technology sits on the assistive technology continuum
(i.e., from low technology to high technology).
e. Candidates describe how they would use and maintain both assistive technologies within the
classroom(s) (maintain pertains to storing, accessing, servicing, etc.)
f. Candidates provide a picture and/or website address for both assistive technologies.

3. Match between the students with exceptional learning needs and the assistive technology
devices (CEC Standard 4: ICG4S7; and CEC Standard 8: IGC8S4)

a. Candidates use a reliable method(s) to assess the match between the selected students with
ELNs communication and/or performance responses.
b. Candidates analyze the individual features of both selected AT devices and report on how the
AT devices support the ELNs of the selected students.
c. Candidates make appropriate technological or non-technological adaptations or adjustments, if
applicable.
d. Candidates indicate how they collected data to determine the match between the selected
students with ELNs and the AT devices, including trial implementations of the AT devices.
e. After trial implementations of the AT devices, candidates make recommendations on how to
integrate the AT devices within learning environments (associated with guideline #4).

4. Integration of the assistive technology devices with evidence-based instructional strategies
(CEC Standard 4: IGC4S1; CEC Standard 6: ICC6K4, IGC6S5; and CEC Standard 7: IGC7S4)

a. Candidates explain in detail how they use/would use the AT devices in their classrooms to
enable the selected students with ELNs access the general education curriculum.
b. Candidates explain in detail how they use/would use at least three evidence-based
instructional strategies to enhance learning for the selected students with ELNs in conjunction with
the AT devices (Note. There should be a direct/obvious link in use between the AT devices and the
selected evidence-based instructional strategies—in other words, how would you use the AT device to
“increase, maintain, or improve the functional capabilities of a child with a disability” along with
the evidence-based instructional strategies [i.e., “Why should I use these AT devices and evidence-
based instructional strategies to support the selected students]; associated with guideline #5).
c. Candidates’ explanations include detailed descriptions on the use of alternative, assistive,
and/or augmentative communication systems or communication strategies for at least one of the selected
students, whose ELNs interfere with communication.

5. Instructional planning and the implementation of the assistive technology devices (CEC
Standard 4: IGC4S10; and CEC Standard 7: ICC7K4, IGC7K3, ICC7S1, ICC7S9, ICC7S10, ICC7S11, ICC7S12,
IGC7S2, and IGC7S3)

a. Candidates match at least 3 evidence-based instructional strategies (include long-/short-range
goals/objectives) with the academic/physical abilities of the selected students (Note. The primary
focus herein is only on the appropriate match between the selected students with ELNs and evidence-
based instructional strategies, without specifically commenting on the AT devices).
b. Candidates identify and prioritize the critical areas of the general curriculum and possible
accommodations needed by the selected students with ELNs.
c. Candidates must demonstrate their full understanding of how evidence-based instructional
strategies and assistive technology devices were/could be used effectively within and across curricula
by including commentary on required and/or suggested training to successfully implement the AT
devices.

6. Assessing instruction with the implementation of the assistive technology devices (CEC
Standard 9: ICC9S9)

a. Candidates must provide commentary on how they would prepare for and conduct assessments to
determine the effectiveness of the implementation of the AT devices.
b. Candidates provide at least three specific examples and explain in detail how they would
conduct a self-evaluation of their instruction to monitor the effective use of the matched assistive
technology devices—the primary purpose is to identify where improvements in teaching and learning
could be made through evaluation, action, and reflection.

7. Enhancement in communication/collaboration with families due to the implementation of the
assistive technology devices (CEC Standard 10: ICC10K3)

a. Candidates must provide commentary on student personal resources and external supports to help
determine factors associated with the successfully implementation of the AT devices within their
classrooms.
b. Candidates identify, prioritize, and report on at least three possible concerns of the
families of the selected students with ELNs.
c. Candidates offer at least three targeted strategies to help address identified and prioritized
concerns.

8. The quality-of-life impact on students with exceptional learning needs who use assistive
technology devices (CEC Standard 3: ICC3K1; CEC Standard 5: ICC5S16; and CEC Standard 9: ICC9S5)

a. Candidates provide rich and detailed discussions on individual learning differences and the
impact of assistive technology devices in school, at home, and throughout life (include long-range and
short-range goals/objectives).
b. Candidates’ discussions on the quality-of-life include a complete description on how universal
design/universal precautions were used to improve the quality-of-life for each selected student with
ELNs.
9. Barriers to accessibility and acceptance of individuals with exceptional learning needs (CEC
Standard 5: IGC5K1)

a. Within the quality-of-life discussions, candidates’ well-developed commentary on three or more
barriers to accessibility and/or possible issues relating to acceptance of individuals with ELNs
demonstrates candidates’ knowledge and skills in designing high-quality individualized education
programs.
b. If prudent, candidates provide commentary/recommendations for professional
development/training for school personnel, related personnel, and/or parents.

 

I have uploaded the assignment description in a word document. Please use references that already have

data collected and data sets available within the past 1 year (2012 to present) from a reputable
source such as: WHO or Demographic Health Surveys or any other reliable data collecting website. All
references should be no more than 2 years old ( 2011 to present). Topic of interest: radiation
exposure-(nuclear, bioterrorism, electromagnetic, nuclear test sites, nuclear power plant facilities,
fukushima, japan, hiroshima, chernobyl, uranium miners, non-ionizing, ionizing, high and low
frequency, electrical devices, medical devices, security scanners, computers, cell phones, household
products, microwaves, power lines, medical radiation, accidents, incidents, emergencies, surveillance
systems), that impacts climate control, air quality, food quality, water quality, occupational health
and safety, and cancer in babies, teens, adults, elderly, and pregnant women, men, women, and all
ethnicities around the world global and how to protect people and the environment from radiation- life
expectancy, signs, sympotoms, cause, effects, prevention, interventions, innovations, cutting edge
technological advances and revolutionary solutions. Please create a unique topic that creates a social
change and follows these guidelines:
1. Complete?
Does the prospectus contain all the required elements? Refer to the annotated outline to see
the required parts of the Dissertation Prospectus document.

2. Meaningful?
Has a meaningful problem or gap in the research literature been identified? In other words,
is addressing this problem the logical next step, given the previous exploratory and
confirmatory research (or lack thereof) on this topic? It is not acceptable to simply replicate
previous research for a Ph.D. degree.

3. Justified?
Is evidence presented that this problem is significant to the discipline and/or professional
field? The prospectus should provide relevant statistics and evidence, documentable
discrepancies, and other scholarly facts that point to the significance and urgency of the
problem. The problem must be an authentic “puzzle” that needs solving, not merely a topic
that the researcher finds interesting.

4. Grounded?
Is the problem framed to enable the researcher to either build on or counter the previously
published findings on the topic? For most fields, grounding involves articulating the problem
within the context of a theoretical base or conceptual framework. Although many approaches
can ground a study in the scientific literature, the essential requirement is that the problem is
framed such that the new findings will have implications for the previous findings.

5. Original?
Does this project have potential to make an original contribution? Addressing the problem
should result in an original contribution to the field or discipline.

Dissertation Prospectus

6. Impact?
Does this project have potential to affect positive social change? As described in the
Significance section (see annotated outline), the anticipated findings should have potential to
support the mission of Walden University to promote positive social change.

7. Feasible?
Can a systematic method of inquiry be used to address the problem? The tentative
methodology demonstrates that the researcher has considered the options for inquiry and has
selected an approach that has potential to address the problem.

8. Aligned?
Do the various aspects of the prospectus align overall? The nature of the study should align
with the problem, research questions, and tentative approaches to inquiry.

9. Objective?
Is the topic approached in an objective manner? The framing of the problem should not
reveal bias or present a foregone conclusion. Even if the researcher has a strong opinion on
the expected findings, the researcher must maximize scholarly objectivity by framing the
problem in the context of a systematic inquiry that permits multiple possible conclusions.

________________________________
Assignment

Title Page

The recommended title length is 12 words to include the topic, the variables and relationship
between them, and the most critical keywords. Double-space the title if over one line of type and
center it under the word Prospectus.
Title

The title as it appears on the title page, double-spaced if over one line of type and centered at the
top of the page. The title follows the word Prospectus and a colon.

Problem Statement

Provide a one- to two-paragraph statement that is the result of a review of research findings and
current practice and that contains the following information:

1. A logical argument for the need to address an identified gap in the research literature that
has relevance to the discipline and area of practice.

2. Preliminary evidence that provides justification that this problem is meaningful to the
discipline or professional field. Provide three to five key citations that highlight the
relevance and currency of the problem.

3. The overall purpose or intention of the study.
• In quantitative studies, state what needs be studied by describing two or more factors
(variables) and a conjectured relationship among them related to the identified gap or
problem.
• In qualitative studies, describe the need for increased understanding about the issue to
be studied, based on the identified gap or problem.
• In mixed-methods studies, with both quantitative and qualitative aspects, clarify how
the two approaches will be used together to inform the study.
• For other approaches, clarify why an alternative approach is needed and useful for this
project.

Significance

Provide one to two paragraphs, informed by the topic in the problem statement, which
describe(s):

Dissertation Prospectus

1. How this study will contribute to filling the gap identified in the problem statement—What
original contribution will this study make?

2. How this research will support professional practice or allow practical application—
Answer the So what? question.

3. How the claim aligns with the problem statement to reflect the potential relevance of this
study to society—How might the potential findings lead to positive social change?

Background

Provide a representative list of scholarship and findings that support the main assertions in the
problem statement, highlighting their relationship to the topic (e.g., “This variable was studied
with a similar sample by Smith (2010) and Johnson (2008),” or “Jones’s (2011) examination of
industry leaders showed similar trends in the same key segments.”).

Framework

In one paragraph, describe the theoretical base or conceptual framework in the scholarly
literature that will ground the study. Base this description on the problem, purpose, and
background of your study. This theory or framework informs, and is informed by, the research
question(s) and helps to identify research design decisions, such as the method of inquiry and
data collection and analysis.

Research Question(s)

List the question or a series of related questions that are informed by the study purpose, which
will lead to the development of what needs to be done in this study and how it will be
accomplished. A research question informs the research design by providing a foundation for:
• Generation of hypotheses in quantitative studies,
• Questions necessary to build the design structure for qualitative studies, and a
• Process by which different methods will work together in mixed studies.

Nature of the Study

Using one of the following terms as a subheading, provide a concise paragraph that discusses the
approach that will be used to address the research question(s) and how this approach aligns with
the problem statement. The subheadings and examples of study design are:

• Quantitative—for experimental, quasiexperimental, or nonexperimental designs;
treatment-control; repeated measures; causal-comparative; single-subject; or predictive
studies.
• Qualitative—for ethnography, case study, grounded theory, narrative inquiry,
phenomenological research, or policy analysis.
• Mixed Methods, primarily quantitative—for sequential, concurrent, or
transformative studies, with the main focus on quantitative methods.
Dissertation Prospectus
Page 5
• Mixed Methods, primarily qualitative—for sequential, concurrent, or transformative
studies, with the main focus on qualitative methods.
• Other—for other designs, to be specified with a justification provided for its use.

Possible Types and Sources of Information or Data

Provide a list of possible types and sources of information or data for this study, such as test
scores from college students, employee surveys, observations of children, interviews with
practitioners, historical documents from state records, deidentified medical records, or
information from a federal database.

Possible Analytical Strategies

Provide some possible ways to organize and analyze the results obtained by the research
strategies detailed previously. A few examples of possible analytical strategies include multiple
regression, content analysis, and meta-analysis.

Other Information

Provide any other relevant information, such as challenges or barriers that may need to be
addressed when conducting this study.

References
Include references formatted in the correct style (APA sixth edition, modeled at the end of this
guide) for all citations within the Dissertation Prospectus