
Ep 150: Erin Pumb | From Classroom to Home ... Unlocking Learning for Every Child with Assistive Technology
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À propos de cet audio
Assistive technology is more than just a tool—it’s a game-changer for students of all abilities, helping to bridge gaps in learning and create equitable opportunities.
Erin Plumb is a leader in assistive technology with 20+ years of expertise in accessibility, accommodations, and inclusion. She has influenced policies and technologies across public, private, and nonprofit sectors, championing digital equity to ensure all learners have access to education. Erin specializes in technology-driven solutions that remove barriers, offering policy development, training, and support for inclusive learning environments.
Passionate about accessibility, she advocates for equitable education and empowers educators to adopt best practices in assistive technology, shaping a more inclusive future.
Key Points:
💥 What is assistive technology?
💥 Why is it so important globally in this digital world?
💥 Reading, Writing, Math and STEM programs (Text Help Read and Write, Equatio as examples)
💥 What are the pros and cons of using tech in the classroom? How does it support educators, inclusivity and those with special needs?
💥 What programs or apps can we use to access books and resources that are already formatted?💥 Tips for parents on how to choose and use the right apps/tools.💥 AI is here to stay. How do we embrace it safely in schools?
💥 What will assistive tech look like in the future and how should we support educators with universal design for learning?
Erin shares a written synopsis and resource links for many organizations that support Assistive Tech worldwide:
https://drive.google.com/file/d/1mfUecjgK4eubn1vUbU5Nko69xf_rX0jF/view
The Primary Purpose of This Podcast Is To Educate, Which Does Not Constitute Professional Advice or Services. The Views and Opinions Expressed are Those of The Guests. Their Appearance on The Podcast Does Not Imply Any Endorsement of Them, Their Products, or Their Services.
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