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9612 Increasing Independence through Technological Innovations

Saturday, July 15, 2017: 10:15 AM-11:30 AM

Room: 101A (Wisconsin Center )

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Boldly explore the reality continuum and discover new worlds of endless possibilities! Cutting-edge technologies, such as augmented and virtual reality are discussed as means to provide opportunities for self-directed learning, self-management of supports, and digital inclusion for individuals with ASD.

Children, teens, and adults alike are connected to the devices in their hands, pockets, worn on their bodies and more reliant on them to be independent than ever before. Users type, swipe, tap, scroll, and speak voice commands to access digital information automatically and immediately. Although the prevalence and availability of technology in daily life is increasing, these systems remain inaccessible to those without the requisite understanding and skills for independent use across settings and situations. Technology is often considered to be a great equalizer for people with disabilities, but attempts often fall short in effective execution. This session explores potential uses for currently available, cutting-edge technologies as means to reduce barriers preventing access to digital information and independent use of technology by individuals with ASD. By leveraging mainstream technologies, lengthy task analyses and cognitive demands involved in accessing digital services are reduced, engagement with the physical environment is enhanced, and the likelihood of successful independent use is increased. The ability to be free from the constant direction of others leads to increased opportunities for employment and quality of life in adulthood. The reality continuum is introduced and various points are explored, including augmented reality (AR) and virtual reality (VR) mediums. Session participants will learn ways in which augmented reality environments can be quickly and easily created for students of all ability levels. Customizability options are only limited by our imaginations! Augmented reality will be discussed in terms of Universal Design for Learning (UDL) and examples of how it can be applied to meet each of the three principles of UDL will be provided. This session will focus on demonstration of the use of augmented reality as a tool to facilitate self-directed learning and self-management of supports to increase independence across settings and transitions using the same devices as everyone else in the world today.

Learning Objectives:

Define and label augmented reality (AR), in terms of the reality continuum.
List examples of ways in which augmented reality can be used to meet the three principles of Universal Design for Learning (UDL).
Identify one example use of augmented reality as a support to facilitate self-directed learning and self-management of supports across settings and transitions.

Track: Science/Research - All Ages

Content Area: Independent Living

Presenter:

Rachel Wright, Ph.D.
Common Threads Family Resource Center

Rachel E. Wright earned her Ph.D. in Special Education from the University of Tennessee, where she investigated applications of emerging technologies to support to improved outcomes for students with ASD and ID in adulthood. Recently relocating to Wisconsin, Rachel currently teaches at Common Threads Family Resource Center in McFarland.

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