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  • 1. A Technologically-Inclined Classroom for the Developing Student
    Rachel Saparito, Maggie Semetti, Brianna Shaffer, and Rebecca Jardines
    York College of Pennsylvania
  • 2.
  • 3.
  • 4.
  • 5.
  • 6. The No Child Left Behind Act’s Position on Using Assistive Technologies
  • 7. What is NCLB?
    Piece of legislation
    that requires teachers
    to provide the least
    restrictive environment
    and assistive technologies
    for all students.
  • 8. Why do teachers need to know?
    Required to be used by all schools.
    NCLB provides federal funding
    for schools with these students.
  • 9. Funding provided to:
    Buy technology
    Reduce paperwork and increase flexibility
    Purchase internet filtration systems
    Focus the funds on enhancing education through advanced technology
    Offer matching grants for community technology centers
  • 10. If a student needs a certain type of technology, NCLB requires that the school district provides it for them.
    The student must also advocate for their specific technology, so that the school district will provide it for them.
  • 11. The whole point behind this was to level the playing field for all students, to get those students who need the extra help caught up to other students who were succeeding in the classroom.
  • 12. Using Assistive Technology with Specific Learning Disabilities
  • 13. 5 Areas of Learning Disabilities
    Written Language
    Spoken Language
  • 14. Common Learning Disabilities
  • 15. Dyslexia & Dysgraphia Assistive Technologies
    Abbreviation expanders
    Alternative Keyboards
    Graphic Organizers
  • 16. Dyscalculia Assistive Technologies
    Electronic math worksheets
    Paper-based computer pens
    Talking calculators
  • 17. Using Augmentative and Alternative Communication as Assistive Technology
  • 18. A commonly used form of
    assistive technology is called
    augmentative and alternative
  • 19. The following interview was conducted with Billie Klunk, a graduate of York College who currently works with learning disabled persons ages 18 to 21.
  • 20.
  • 21. Augmentative and alternative communication devices are used to enhance or substitute communication.
  • 22.
  • 23. Disabled persons who could benefit from AAC devices include those with cerebral palsy, autism, and Lou Gehrig’s disease.
  • 24.
  • 25. With the touch of a few buttons, these devices allow a person’s thoughts to be heard. 
  • 26.
  • 27. Studies have shown that students who use AAC have actually improved in areas such as spelling, comprehending, rhyming, and identifying certain words.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33. Credits
    (2010). About learning disabilities. retrieved from
    Augmentative and Alternative Communication, 24(3), 194-206. doi:10.1080/08990220802387851 Blischak, D. M., Lombardino, L. J., & Dyson, A. T. (2003, March). Use of speech-generating devices: In support of natural speech. AAC: Augmentative & Alternative Communication, 19(1),
    29-35. Retrieved from
     Bush, G.W. (2001, September). "No Child Left Behind" [First Draft]. Retrieved February 6, 2010, from http://georgewbush-
    Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular
    classrooms. Journal of Autism & Developmental Disorders, 37 (2), 230-242. doi: 10.1007/s10803-006-0164-4
    Copley, J., & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy
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    Cutter, D., Kemp, G., Segal, J. (2009). Learning disabilities in children. retrieved from
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    Evans, R. (2010). Some Ideas For Teaching Autistic Children. Reference-and-Education, 1. Retrieved February 16, 2010
    Fahy, J. (2006, September 20). Devices give people a chance to speak up. Pittsburgh Post-Gazette (PA). Retrieved from direct=true&db=nfh&AN=2W62W62666310219&site=ehost-live
    Gray, T., Parette, H.P., Peterson-Karlan, G.R., Silver-Pacuilla, H., & Smith, Sean. (2006).  The state of assistive technology: Themes from an
    outcomes summit. Assistive Technology Outcomes and Benefits, 3(1), 16-33.
    Hodge, S. (2007, August). Why is the potential of augmentative and alternative communication not being realized? Exploring the experiences
    of people who use communication aids. Disability & Society, 22(5), 457-471.doi:10.1080/09687590701427552
    Johnston, S. S., Reichle, J., & Evans, J. (2004, February). Supporting augmentative and alternative communication use by beginning
    communicators with severe disabilities. American Journal of Speech-Language Pathology, 13(1), 20-30. Retrieved from
    McNaughton, D. (2008, September). ‘‘Reach for the stars’’: Five principles for the next 25 years of AAC . Augmentative and Alternative
    Communication, 24(3), 194-206. doi:10.1080/08990220802387851  
    Pufpaff, L. A. (2008, August). Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative
    communication needs. Psychology in the Schools, 45(7), 582-599.
             Retrieved from
    Raskind, M., Stanberry, K., (2010). Assistive technology tools: Math. Retrieved from
    Raskind, M., Stanberry, K., (2010). Assistive technology tools: Writing. retrieved from
    Williams, M. B., Krezman, C., & McNaughton, D. (2008, September). ‘‘Reach for the stars’’: Five principles for the next 25 years of AAC.