Assistive Technology Presentation

Children who have special educational needs have
difficulty in the classroom, which can be the result
of one or more of the following:

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“physical disorders,
psychiatric disorders,

emotional problems,
behavioral problems,
learning disorders (or disabilities)”

American Academy of Child and Adolescent Psychiatry. (March 2011). Services in school for children with
special needs: What parents need to know Retrieved February 20, 2014 from

http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Services_In_School_For_C
hildren_With_Special_Needs__What_Parents_Need_To_Know_83.aspx

Individuals with Disabilities Education Act (IDEA)
• covers all special education services that are provided for students in the United States
• to be eligible for accommodations, students must be diagnosed with one of the
following:
o “serious emotional disturbance

o learning disabilities
o mental retardation
o traumatic brain injury
o autism
o vision and hearing impairments
o physical disabilities
o other health impairments.”


Section 504 of the Rehabilitation Act of
1973
• Prohibits the discrimination of children with disabilities and requires

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that they receive reasonable accommodations
Governs all programs that receive federal funding, public or private
Students covered under this statute have disabilities that are
typically less severe than those covered under IDEA
Definition of “disability” is broadened to include anything that limits
a major life activity



Americans with Disabilities Act (ADA)
• Requires that all secular educational programs accommodate the
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needs of children diagnosed with psychiatric disorders
Prohibits the denial of educational services to students with
disabilities
Prohibits discrimination against students with disabilities



Be aware of the characteristics of learning disabilities, which may
include a student who displays one or more of the following:
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“Has poor auditory memory—both short term and long term.
Has a low tolerance level and a high frustration level.

Has a weak or poor self-esteem.
Is easily distractible.
Finds it difficult, if not impossible, to stay on task for extended periods of time.
Is spontaneous in expression; often cannot control emotions.
Is easily confused.

Is verbally demanding.
Has some difficulty in working with others in small or large group settings.
Has difficulty in following complicated directions or remembering directions for extended periods of time.
Has coordination problems with both large and small muscle groups.
Has inflexibility of thought; is difficult to persuade otherwise.
Has poor handwriting skills.
Has a poor concept of time.”

Teacher Vision. (n.d.). Teaching students with special needs. Retrieved February 22, 2014 from
https://www.teachervision.com/special-education/new-teacher/48460.html

If a student appears to be having difficulty in school:
1. Notify the school counselor
2. Gather information about the student’s academic performance:
a. Discuss concerns with the student’s parent(s)
b. Meet with the student
c. Observe the student
d. Analyze the student’s academic performance
3. Determine alternatives that will aid student success
4. If unsuccessful, test the student for specific learning disabilities
a. If the student does have a disability that impairs academic
performance, the student is eligible for services
b. Eligibility is determined by professionals

The Nemours Foundation. (n.d.). Individualized education programs (IEPS). Retrieved February 20, 2014 from
http://kidshealth.org/parent/positive/learning/iep.html#

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Teachers may be the first to observe academic difficulties that
suggest learning disabilities
Parents should remain informed through the entire process of
identification and evaluation; the decision to test a child for learning
disabilities is theirs
Other professionals who may help to determine eligibility for special
services:
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a psychologist
physical therapist
an occupational therapist
a speech therapist
a special educator
a vision or hearing specialist
others, depending on the child's specific needs


Individualized Education Programs (IEPs)
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According to IDEA, parents play an integral role in determining their child’s educational
needs, and how those needs will be met
Parents can work with educators to develop an Individualized Education Program
designed to help their child succeed
The IEP allows parents and teachers to set educational goals and determine the
technology needed to meet those goals

Assistive Technology (AT)
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Tools that allow students to participate in daily activities independently
AT ranges from no- or low-tech to high-tech
By becoming aware of the wide array of ATs available, teachers can integrate them
more successfully into their curricula as necessary

National Center for Technology Innovation and Center for Implementing Technology in Education (2006).
Help for young learners: How to choose AT?. Retrieved February 21, 2014 from
http://www.ldonline.org/article/8088

Most services can be delivered in the school environment:

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Some services can be in the classroom
If many students need the same services, they may work together in a special resources
room

In more extreme circumstances, IEPs should be delivered in a special
school environment:

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Students may need more individual assistance
Teacher typically has more specific training and certifications

The goal is to teach all children in the “least restrictive environment,”
meaning that it is preferable for students to be in a standard school
environment as often as possible

After collecting the pertinent information, several steps help educators
and parents to create the best possible IEP
1. Identify activities in which the student can participate.
2. Consider the educational goals for the individual student. Which
activities will assist the student the most?
3. Create a list of potential AT solutions based on the student’s needs,
frequency of use, and availability.
4. Implement the IEP, observing if and how the AT helps the student to
reach his or her educational goals.
5. Evaluate the IEP and make adjustments as needed.
National Center for Technology Innovation and Center for Implementing Technology in Education (2006).
Help for young learners: How to choose AT?. Retrieved February 21, 2014 from
http://www.ldonline.org/article/8088

When working with children who have special needs, there are times
when accommodations and/or modifications need to be made.
While similar, there are specific distinctions between the two terms
that should be understood:
Accommodation: “a device, material, or support process that will
enable a student to accomplish a task more efficiently”
Modification: “changes to the instructional outcomes; a change or
decrease in the course content or outcome”

Teacher Vision. (n.d.). Teaching students with special needs. Retrieved February 22, 2014 from
https://www.teachervision.com/special-education/new-teacher/48460.html

Assistive Technology does not cure students of their LDs, but it can help
them to better perform academically because it allows them to
utilize their strengths and avoid areas of weakness. Better
performance may also be assisted by the student receiving
remedial instruction.
The benefits of AT are not limited to academics, however. Many
students who use AT also become more self-reliant and
independent than they were without AT services.
Stanberry, K. & Raskind, M. (2009). Assistive technology for kids with learning disabilities: An overview.
Retrieved February 20, 2014 from
http://www.ldonline.org/article/Assistive_Technology_for_Kids_with_Learning_Disabilities%3A_An_Overview

Name

Use(s)

Tape Recorder

Student can record instructor and listen to audio recording as often as
necessary

Paper-based
Computer Pen

Student can write on special paper with a pen that records the
instructor; by touching a certain area of notes, the student can play
back a specific section of the lesson

FM Systems

A wireless transmitter amplifies the voice of the teacher for the student,
often using the same technology as the student’s hearing device;
portable

Sound Field Systems

Teacher uses a microphone that broadcasts through previously
installed speakers throughout the classroom; benefits all students, not
hearing impaired individually

Loop Systems

Student wears a hearing loop receiver that picks up amplified sound;
removes background noise; used by individual student

California Ear Institute. (n.d.). Classroom assistive listening devices. Retrieved February 21, 2014 from
http://www.californiaearinstitute.com/hearing-device-center-listening-device-classroom-bay-area.php
National Institute on Deafness and other Communication Disorders. (June 2012). Assistive devices for people with hearing, voice,
speech, or language disorders. Retrieved February 22, 2014 from http://www.nidcd.nih.gov/health/hearing/pages/assistivedevices.aspx

Name

Use(s)

Audiobooks

Student can listen to books; may be able to search and
bookmark specific pages; public libraries often have
access to a variety of audiobooks designed for students
with learning disabilities

Optical
Character
Recognition

Student can scan a printed page into a computer that
can then read the text aloud

BoardMaker

Student can add printed symbols to adapt a book, then
peel off symbols later; leaves the book intact

BPS Technology. (December 2010). Assistive technology: Low tech: Visual/Reading supports. Retrieved February 21, 2014 from
https://connect.mybps.org/groups/bpsoiit/wiki/9c79a/VisualReading_Supports.html
National Center for Technology Innovation. (2008). Reading software: Finding the right program. Retrieved February 22, 2014 from
http://www.ldonline.org/article/Reading_Software%3A_Finding_the_Right_Program
Stanberry, K. & Raskind, M. (2009). Assistive technology tools: Reading. Retrieved February 21, 2014 from
http://www.ldonline.org/article/Assistive_Technology_Tools%3A_Reading

Name

Use(s)

Abbreviation
Expanders

Student can create abbreviations for commonly used words on word
processors to be sure that words are spelled correctly

Alternative
Keyboards

Students can use keyboard overlays that will help them to customize the
keyboard according to individual needs

Graphic
Organizers and
Outlining

Student can input all information for a given writing assignment in an
unorganized way. Later, the software allows the student to arrange the
information appropriately

Pencil Grips

Student can put the grip on the pencil to have a more stable grip and
steady hand

White Board

Student may find it easier to write on this type of surface, as opposed to
paper

BPS Technology. (March 2012). Assistive technology: Low tech tools. Retrieved February 22, 2014 from
https://connect.mybps.org/groups/bpsoiit/wiki/b3d08/Low_Technology_Tools.html
Stanberry, K. & Raskind, M. (n.d.). Assistive technology tools: Writing. Retrieved February 22, 2014 from
http://www.greatschools.org/special-education/assistive-technology/960-writing-tools.gs

Name

Use(s)

Noise cancelling
headphones or ear plugs

Student can use either tool to tune out external distractions and focus on
the task at hand

Adapted Worksheets

Student can cover worksheets or fold them to cover all sentences or
problems except the one at hand; can be used in multiple subjects

Computer programs

Student can work more interactively on material and focus on it

Talking/Vibrating Watches

Student gets a reminder at certain time intervals to remind him or her to
stay on task in the classroom or to complete a task or chore

Because students with ADHD often have many of the same learning
difficulties as those with other learning disabilities, the technology
used for other subjects (math, writing, and reading) are also
applicable for these students.
ADHD Brain. (n.d.). Assistive technology for ADHD. Retrieved February 22, 2014 from http://www.adhd-brain.com/assistivetechnology-for-adhd.html
U.S. Department of Education. (October 2008). Teaching children with attention deficit hyperactivity disorder: Instructional
strategies and practices. Retrieved February 24, 2014 from http://www2.ed.gov/rschstat/research/pubs/adhd/adhdteaching_pg3.html

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