To start I'll make a clarification conceptual: What is meant by student with motor disabilities, visual and auditory?:
-Students with motor disabilities are those students with functional diversity, suffering from cerebral palsy, no case of disease and etiology, anatomy and syndrome unit, but a series of syndromes or pathological conditions cause disparate (heredosífilis, asphyxia neonatorum, prematurity, meningoencephalitis, toxiinfecciosas, etc.) with different and varied anatomical lesions (encephalitis, atrophic lobar sclerosis, porencephaly, hydrocephalus, etc.) so presenting very different syndromes which are the only ones after appearance at birth or during the first months of postnatal life, his chronic and low tendency to improvement.
-Students with visual impairment: are those students who are blind, have diminished visual acuity less than 20/200 on the scale of Week in the better eye with correcting lenses , or those with visual impairment or sighted, which corresponds to a specific alteration.
-hearing impaired students: those who are deaf or anacusia, with profound hearing loss, and hearing impaired people, with faults in the recognition of certain colors to certain intensities, measured in decibels.
The incorporation of new technologies in the education of students with motor disabilities, hearing or visual open a world rich in media and development of student autonomy with specific needs or different. The incorporation of digital whiteboards, computers and portable classroom, the use of PDAs in the classroom or simply using Nitendo, we are giving a series of strategies that we implement:
-Interest in the environment .
-Develop communication skills.
-Develop innate cognitive ability.
-stimulation multisensory.
-Promoting occupational therapy or professional.
We focus on computer use, because at the end of the twentieth and early twenty-first century, is being incorporated into the classroom not only as a resource, but as an instrument for the student to meet their "basic capabilities tailored" according to the curricula of primary and secondary. But I will not forget, technological advances are placing implants clucks, cortical implants engine, hearing aids, eye implants, etc.
Examples of technological advances for these disabilities express:
a) basic components: the monitor, mouse, keyboard, hard drive, scanner ... as basic aid, but essential. So a good monitor helps a person with poor vision could also help a person with poor hearing (and with headphones ...) and so on. ... The building blocks they are still essential and it helps cover many possibilities.
b) The input speech interface: it is a good application for all types of students, this application is full of possibilities, allowing the means by which information is transmitted whether through language, speech, therefore, is full of possibilities (read text, natural language term, additional vocabulary
c) possibilities of configuration and operating systems. So Windows in your system has a range of options to improve accessibility, eg increased Fuentes, contrast of light ... could point out more specifically for the hearing impaired SoundSentry Windows option that generates visual warnings when the system beeps.
d) equipment, telephone services, video: These applications are full of options, but perhaps here more than ever we must play the role of specialization, each person has specific characteristics and therefore need adequate support to a potential vibration, mobile phones , audio messages, sound expansion systems, tools and guidelines for managing these devices. Videophone: This device is packed with benefits, is basically that allow you to view real time video of the person on the other side of the line. Can mainly be of great help to the deaf.
e) Writing computerized for the blind, the portable storage and processing of information, such as Braille Spoken (six points and a spacer), the PC and PC Disk spoken (with eight points and spacer) and Braille printers and
f) Rechargeable high power zinc-air electric vehicles to reduce their cost and range of the vehicle for students with cerebral palsy, control of movement through electrical stimulation (FES) for the control of bladder control, shoulder or hand, etc..
g) cochlear implants, are without doubt the revolution for deaf students, are being implemented with great success at Spain, especially Barcelona and Navarre, with particularly Murcia, implants in children 1 year and these implants are placed near the acoustic nerve that transports sound signals to the brain, other technological advances for students with hearing impairment are: the study of the first phone to read lips, X Woofer, a vibrating collar to "feel the film," Speaker Hands "translator software LCSH-written stories, etc.
conclusion, technological science gives us only progress we use in teaching and learning process, but also new methods of medicine and technology, to compensate for motor disabilities, visual or hearing impairment.
sites and literature links:
http://observatorio.cnice.mec.es/modules.php?op=modload&name=News&file=index&catid=&topic=2
http://www.dondejugar.com/analisis/index_analisis.htm
http://www.euroresidentes.com/Blogs/avances_tecnologicos/2009_10_01_archive.html
http://www.sitiodesordos.com.ar/avances%20tecnol.htm
http://sapiens.ya.com/eninteredvisual/atencion_temprana.htm
*Dr.Mario Alfonso Sanjuan y Dra Pila Ibañez López. "Handicaps". UNED.1987
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