General Studies 420: Disability & Society
Assistive Technology RESPONSE
Purpose: Students will define assistive technology and apply concepts to a case study.
1. Attend GS 420 Lecture/Presentation on Assistive Technology (AT)
2. Choose one of the case studies that follow these directions (in packet or on blackboard). Attach the case study to your summary.
3. Design a set of assistive technology supports to meet the person’s needs.
4. Write a one-two page response that answers the questions asked on the case study page (typed, double-spaced) and submit prior to, or on, the due date.
Required content in the response:
1.The definition of Assistive Technology is to be included in the response (including the reference source).
2.Answer the questions at the bottom of the page of each case study.
3. Include related GS 420 class information and examples
in your response.
1. Access the website: http://www.calstate.edu/accessibility/resources/videos.shtml2. Watch the video and/or read the transcript of the case study that you used for Part 1. (While watching the video, click on the “CC” for closed-captioning)3. Watch the faculty video response and/or read the transcript.4. Note the student’s suggestions listed.5. Write up a response that addresses the following questions:What new information did you learn about the student?What were the suggestions stated by the student?How did your suggestions compare to those of the student?What were some of the responses of the faculty members?What did you learn from this activity?Attach the grading rubric to the front of your response as a cover sheet.All written assignments must follow the expected standards found in the syllabus. Please review.Person-first language must always be used in writing assignments.Remember: If the case study and grading rubric are not attached, the assignment will lose points.Please note Grading and submission issues:*The Cover Sheet/Rubric will be used as the first page. Failure to include the self-scored cover sheet/rubric will result in a loss of points.*Be sure to save a copy of your assignments throughout the semester. Loss of an assignment or failure to submit online using Blackboard are the responsibility of the GS 420 student.*This assignment is to be uploaded (electronically submitted) on Blackboard using the “submit” button in the “Assignments” folder (found on the button located on the main menu of the Blackboard course. You are responsible for submitting an assignment according to the instructions provided on Blackboard regardless of any technical problems with Blackboard.*DO NOT SUBMIT AS AN ATTACHMENT TO AN EMAIL ACCOUNT or DO NOT SUBMIT TO THE DIGITAL DROPBOX UNDER ANY CIRCUMSTANCES. Use the help button and video tutorials to help with Blackboard. Contact the instructor only if you are having exhausted all of your resources.*Use person-first language in all assignments. Failure to do so will result in a point loss. Acknowledging people with disabilities as “people first” shows respect and appreciation. If you have questions as to how to phrase a sentence using person-first language, please see the Course Documents section of Blackboard: “Think Before You Speak” for examples.*All assignments need your full name and assigned student number distributed the third week of class. Failure to include your name and/or number will result in point loss.1 When Gloria was 14 years old, she was diagnosed with bipolar disorder. She was suicidal and hospitalized 5 times while she was still in high school. Each time, it was because the medication didn’t work. She felt different and discriminated against for being different.Gloria’s parents are traditional Chinese parents and they did not accept the fact that she was bipolar, so she felt that she was on her own to cope with things. She did get treatment, including medication, but it left her with the inability to focus in school because she also has symptoms of ADD.In deciding to go to college, she knew that she had to advocate for herself and figure out the supports and accommodations she might need to be successful. She’d like to be a high school English teacher or a community college instructor teaching either English or Psychology.What are some suggestions that for Gloria and her professors in improving her access to instruction? What types of assistive technology would be helpful? How would you teach Gloria to advocate for herself in acquiring the supports she needs to be successful?2 Gregoire was born in a small town in Cameroon. He contracted mumps when he was eight and became deaf. There wasn’t a school for the deaf In his community, so his father went back to the community school and talked to the principal to advocate for Gregoire, claiming that he could still communicate through lip reading and that he could read write just like all the other kids.Gregoire graduated and went to the University of Cameroon, but then was offered the opportunity to study in the United States. He’s pursuing a degree in Spanish in the CSU system. With a degree in Spanish he hopes to teach Spanish, at the high school level, to deaf students.Cal State didn’t have any available interpreters in the area who were fluent in spoken Spanish and interpreting at the same time. He’s committed to pursuing this degree.What are some suggestions that for Gregoire and his professors in improving his access to instruction? What types of assistive technology would be helpful? How would you teach Gregoire to advocate for himself in acquiring the support he needs to be successful?3 Lana was diagnosed with Retinitis Pigmentosa when she was 18. At the time the disorder had not begun to express itself. The deterioration of her vision no longer allowed her to keep up at work or even in life. She was pretending to be sighted and it was causing her great difficulties. She was afraid to go anywhere or walk anywhere, due to the fear.It took her husband to push Lana to see a new ophthalmologist. When the doctor told her that she had Retinitis Pigmentosa, she began to realize that she needed to get more help. She started learning about traveling independently around the community through some orientation and mobility instruction. Her next big decision was about going to college.What are some suggestions that for Lana and her professors in improving her access to instruction? What types of assistive technology would be helpful? How would you teach Lana to advocate for herself in acquiring the support she needs to be successful?
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