B. Inabinet Assistive Technology Presentation

Assistive Technology Targeting ADHD, Auditory, and Mild Learning Disabilities Blair Inabinet ITEC 7530

Teaching Students with Special Needs An Overview
As with all students, those with special needs require that teachers incorporate strategic and specific instructional strategies to encourage learning at the highest potential (Hall, Strangman, & Meyer, 2011).
Differentiation through process, product, content, and/or learning environment must always be considered.
Assistive Technology (AT) and other strategies are methods teachers may use to target students with special needs.
(Enhance Learning with Technology, 2004).

Why Assistive Technology is Necessary Background & Rationale
Individuals with Disabilities Education Act (IDEA 2004) implemented the use of Individualized Education Plans (IEPs).
Individualized Education Plans (IEPs) mandate and support the use of resources that offer all students the opportunity to learn at their potential in their Least Restrictive Environment (LRE).
Various instructional strategies (including assistive technology) ensures that required accommodations and possible modifications are addressed.
http://kidshealth.org/parent/positive/learning/iep.html

How are services determined?
Referral
Evaluation
IEP developed with collaborative input from all parties
Parent
Teacher(s)
Professional evaluator(s)
Reviewed annually and revised as necessary
Ongoing commitment to placing student in Least Restrictive Environment

Least Restrictive Environment (LRE)
Typically in a traditional classroom setting
May require intense intervention delivered in an alternate environment
Smaller teacher/student ratio
Specialized training in students’ areas of need(s)
Examples of serving students with special needs outside the standard classroom environment
Occupational therapy (gross and fine motor skill development to aid in writing)
Psychological therapy/counseling (ADHD)
Speech therapy (auditory)
Alternate settings may be required separate or in tandem with resource/inclusion teacher(s)
(Questions and answers on least restrictive environment (LRE) Requirements of the IDEA, 1994)

Meeting the Needs of Students with Special Needs
May or may not require the use of technology
Assistive Technology (AT) includes any equipment or device that promotes the independence or overall proficiency of a person with a disability

Assistive Technology: Is or Is NOT?
Examples include:
Note taking devices
Voice Recognition software
Word Prediction Software
Smart Pens
Magnifiers
Calculators
Examples do NOT include:
A person
Strategy/Method
Less work
Different location
(Getting started with assistive technology, 2011)

Selecting Appropriate Instructional Strategies
Determining which methods best target the accommodations of a student with disabilities IEP must be a careful and deliberate process.
Consider disability, student needs, learning goals
Needs of student with physical disability very different from student with learning disorder

Scenario #1: Student with ADHD
ADHD : characterized by impulsive behavior, difficulty focusing, atypical energy levels, or a combination of these traits
http://kidshealth.org/parent/medical/learning/adhd.html#

ADHD Instructional Strategies
Assistive Technology
Online or other self-paced curriculum approaches
Free –form database software
Information/data managers (ex. Palm, Memo to Me)
Timers
Writing aids (to target difficulties in fine motor skills)
Headphones to discourage distractions
Without Technology
Comfortable/flexible seating
Multi-sensory instructional strategies (auditory, visual, tactile)
Chunking information
Proximity control
Behavior modification/incentive plans
Stress balls

Scenario #2: Student with Auditory Disability
Auditory Disability : may be treated with early intervention, but even mild cases of hearing impairment may result in delays in speech and language development
http://kidshealth.org/parent/medical/learning/adhd.html#

Auditory Disability
Head phones
Assistive hearing devices
Amplification systems (teacher and student)
Captioned videos
Without Technology
Demonstrate or otherwise target student’s visual sense
Incorporate vivid body language
Sign language
Use legible written announcements or instructions for all classroom communication
Hearing dogs
(Strategies for teaching students with hearing impairments, 2005)

Scenario #3: Student with mild learning disability or disabilities
Mild Learning Disability : Student demonstrates average to above average intelligence but a discrepancy between achievement and ability exists
may often result in a dual disability as many students with learning disabilities also display one or more additional disabilities
http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/

Mild Learning Disability
Note taking software
Audio/videotaped class sessions
Books on tape
Screen reading/speech synthesizer software
Calculators
Word processing software
Graphic organizer programs
Without Technology
Manual note takers or modified notes (peer or professional)
Extended time
Alternate testing location
Alternate evaluation methods (portfolio, oral presentation)
Word processing software
Graphic organizers

Additional Resources for Using Assistive Technology to Address the Needs of Students with Special Needs
http://kentisdat.pbworks.com/w/page/21502722/Technology-Tools-for-Differentiation
http://www5.esc13.net/thescoop/assistive-technology/2011/05/24/top-5-freeware-faves-for-differentiating-instruction/
http://godsoe-daigle.wikispaces.com/Technology+and+Differentiation+Part+3+-+Assistive+Technology
http://www.enablemart.com/Catalog/508-Compliance

Additional References
(1994, November 23). Questions and answers on least restrictive environment (LRE) requirements of the IDEA. Retrieved from http://www.wrightslaw.com/info/lre.osers.memo.idea.htm
(2004, April 26). Enhance learning with technology. Retrieved from http://members.shaw.ca/priscillatheroux/differentiating.html
(2005, April 20). Strategies for teaching student with hearing impairments. Retrieved from http://www.as.wvu.edu/~scidis/hearing.html
(2011). Getting started with assistive technology. Retrieved from http://www.mychildwithoutlimits.org/?page=assessing-your-childs-needs
Hall, T., Strangman, N., & Meyer, A. (2011). Differentiated instruction and implications for UDL implementation. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

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