Student needs to know what to say and how to say it.
Facilitation may include graphic organizers and think sheets that include graphics and text.
A good example is the software Kidspiration, that helps students build graphic organizers with text, pictures and spoken word.
In the drafting phase students need to get their initial thoughts written.
Students can be aided with technologies such as predictive text, keyboarding, speech recognition and many others.
Programs such as WordQ allow a student to type only the first few letters of a word and then “guess” the full word.
The student corrects, expands, and rearranges his ideas.
Many word processors include spelling, grammar and punctuation checking.
Software such as SOLO has text-to-speech function which allows the student to hear what he has written and make needed changes.
Peterson-Karlan, G., & Hourcade, J.J. (2008). A review of assistive technology and writing skills for students with physical and educational disabilities. Physical Disabilities: Education and Related Services . 26 , 13-32.
The writing process can be difficult for students with educational and physical handicaps. The wide variety of AT tools that have been developed can make a major difference in the education of these students
Computer technology has transformed the learning experience of students with disabilities.
While the great potential exists, there is a large gap in real world classroom implementation.
Implementation of assistive technology can be very complex.
To maximize the potential of these technologies educators need the right resources, training and assistance.
Keys to implementing:
The entire school system needs to articulate a clear vision for assistive technologies.
At the individual school level principals, special education teachers, department heads and others need to support implementation of new technologies.
Teachers need to be proactive about training opportunities.
Since educational assistants are often assigned to assist special needs students, they too need to be fully trained
Technical support for teachers and students is vital
Money. Often the challenge in implementing an effective new assistive technology boils down to adequate funding.
Morrison, K. (2007).Implementation of assistive computer technology: A model for school systems. International Journal of Special Education . 22 , 83-95 .
Research shows that AT can have impressive results in the classroom. Implementation is the key. It takes a united effort and commitment at all levels to make AT’s potential a reality.
Assistive Technology Reuse
Why Reuse AT Devices?
Due to funding many people can’t get the devices they need.
Many AT reuse programs do not have eligibilty requirements.
You may not want to invest in new devices that will only be used for a short time.
You get to help others in need.
How it Works
Device exchange programs that help buyers and sellers meet.
Device reassignment programs that clean, repair and store devices until new owners are found.
Technical assistance and networking opportunities can be found at: http://passitoncenter.org/
U.S. Department of Education. (2008). Reuse Your AT
Money. Money. Money. How many people are held back from a technology that can make a real difference in their lives because of a lack of funding? By reusing AT technology, millions more people have access to the devices they need!