{"id":201940,"date":"2018-09-13T22:48:38","date_gmt":"2018-09-13T22:48:38","guid":{"rendered":"http:\/\/localhost\/wordpress\/index.php\/2018\/09\/13\/aed-222-week-5-checkpoint-devices-and-practices-for-sensory-impairments\/"},"modified":"2018-10-24T08:57:14","modified_gmt":"2018-10-24T08:57:14","slug":"aed-222-week-5-checkpoint-devices-and-practices-for-sensory-impairments","status":"publish","type":"post","link":"https:\/\/www.benedictsol.com\/blogs\/aed-222-week-5-checkpoint-devices-and-practices-for-sensory-impairments\/","title":{"rendered":"AED 222 Week 5 CheckPoint Devices and Practices for Sensory Impairments"},"content":{"rendered":"<p>CheckPoint: Devices and Practices for Sensory Impairments\t\u00a0\tRefer to Ch. 13 &#038; 14 of Special Education for Today&#8217;s Teachers.\t\u00a0\tResearch two devices and associated teaching practices that may aid students with sensory impairments in the classroom. One of the devices must assist with hearing impairments and one with visual impairments. Some examples include the following: hearing aids, computer assisted real-time transcription (CART), video magnifiers or closed-circuit televisions (CCTV), Braille embossers, or alternate format materials.\t\u00a0\tExplain the following for each device in a total of 350 to 500 words:\t\u00a0\tHow is the assistive device used in the classroom to help students with sensory impairments reach their full academic potential?\t\u00a0\tWhat type of student benefits from using the device? Include information about the characteristics and classification of the student.\t\u00a0\tHow much additional information absorption can be expected with use of the device?\t\u00a0\tHow can effective practices, used in conjunction with the device, provide added benefits? Be specific.\t\u00a0\tCite any additional resources used in APA format.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>CheckPoint: Devices and Practices for Sensory Impairments \u00a0 Refer to Ch. 13 &#038; 14 of Special Education for Today&#8217;s Teachers. \u00a0 Research two devices and associated teaching practices that may aid students with sensory impairments in the classroom. One of <a href=\"https:\/\/www.benedictsol.com\/blogs\/aed-222-week-5-checkpoint-devices-and-practices-for-sensory-impairments\/\" class=\"read-more\">Read More &#8230;<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-201940","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/201940","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=201940"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/201940\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=201940"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=201940"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=201940"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}