Deaf Readings And Questionss – Coursework Example

Deaf readings and Questions Persons who are hard of hearing or deaf depend on a range of assistive technologies-a product system or equipment used to maintain, improve or increase capabilities of a child with disability-such as ALDs-Assisted Listening devices such as hearing, telecommunications devices such as computers, pen and paper, phone amplifiers, TDD, closed caption, relay service (with voice over), and alerting devices such as alert signals, vibration alarm clocks, and visual signaling devices (Marschark and Spencer 219-221). These persons not only depend on amplified systems for hearing, but are also depended on their sense of touch to vibrations and their vision.
Students with hearing impairments, either deaf or hard hearing, may need assistive technology in school so as to support their independence in performing simple life tasks such as using an alarm clock, or a telephone. Additionally, they can be able to access programs through the provision of visual and written information via closed-captioned programs. This technology makes it possible for deaf or hard hearing students to progress in their education by having access to education and having independence in performing functional tasks. Each student in Wisconsin can benefit from assistive technology according to their individual needs and the benefit of the technology as determined by their IEP. Teachers teaching deaf or hard hearing students can offer important information with regards to assistive technology; this can also be done by special education director. Only licensed persons such as Audiologists in Wisconsin can make decisions and dispense hearing aids.
Schools in Wisconsin are expected to provide free assistive technology to students at no cost, as long as the IEP team determines that a child needs assistive technology (223). As had earlier been noted, IEP team uses the needs and the potential of an assistive technology to determine whether assistive technology is necessary and appropriate by considering each student’s unique needs with respect to hearing loss (224).
Works Cited
Marschark, Marc, and Patricia Elizabeth Spencer. The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1. 2nd Ed. New York: Oxford University Press, 2011. Print.