What are some assistive technologies for people with special needs?
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
What are some assistive technologies for people with special needs?
Assistive technologies are devices, software, or tools that help people with special needs to perform everyday activities, access information, and communicate more easily. The technologies are designed to meet the unique needs of each individual and can help people with a wide range of disabilities, including physical, cognitive, and sensory disabilities. Below are some examples of assistive technologies for people with special needs.
Augmentative and Alternative Communication (AAC) Devices: These devices are designed to help individuals with communication difficulties to express themselves. AAC devices may include speech-generating devices, which can produce synthesized speech based on text input, or picture-based communication boards, which allow users to select pictures to convey their messages.
Text-to-Speech Software: This type of software is designed to convert written text into spoken words, allowing individuals with visual impairments or reading difficulties to access information more easily. Text-to-speech software can be used on computers, tablets, and mobile devices.
Voice Recognition Software: Voice recognition software allows individuals to control their computer or mobile device using their voice, rather than a keyboard or mouse. This can be particularly helpful for individuals with physical disabilities that make it difficult to use traditional input devices.
Screen Readers: Screen readers are software programs that read the text displayed on a computer screen aloud. This can be useful for individuals with visual impairments who may not be able to see the text on the screen.
Braille Displays: Braille displays are devices that translate text from a computer or mobile device into Braille, allowing individuals with visual impairments to read digital content.
Assistive Listening Devices: These devices are designed to help individuals with hearing impairments to better hear and understand speech. Examples of assistive listening devices include FM systems, which use radio waves to transmit sound, and personal amplification systems, which amplify sound and reduce background noise.
Electronic Aids to Daily Living: These devices are designed to help individuals with physical disabilities to perform everyday tasks. Examples of electronic aids to daily living include devices that can turn lights on and off, open doors, and control the temperature of a room.
Mobility Aids: Mobility aids, such as wheelchairs, scooters, and walkers, are designed to help individuals with physical disabilities to move around more easily.
Specialized Computer Input Devices: These devices are designed to allow individuals with physical disabilities to use computers more easily. Examples of specialized computer input devices include joysticks, trackballs, and mouth sticks.
Sensory Integration Equipment: This type of equipment is designed to help individuals with sensory processing difficulties to better integrate sensory information. Examples of sensory integration equipment include weighted blankets, vibrating cushions, and sensory tables.
In conclusion, assistive technologies can help individuals with special needs to perform everyday activities, access information, and communicate more easily. The technologies are designed to meet the unique needs of each individual and can help people with a wide range of disabilities. Examples of assistive technologies include AAC devices, text-to-speech software, voice recognition software, screen readers, Braille displays, assistive listening devices, electronic aids to daily living, mobility aids, specialized computer input devices, and sensory integration equipment.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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