Information and Communication Technologies for Students with Disabilities  Portfolio Group Assignment: Victor For Victor, you must identify current and emerging assistive technologies to enable him to participate in high-quality communication interactions and achieve his educational goals. In addition, you will need to provide an adequate rationale for the use of this technology by describing how it will assist the student with disabilities to overcome his learning barriers to meet his/her educational goals. For Victor, you are to do the following: · Identify 6 technologies in a numbered fashion, following the directions for the type of technologies that must be included, and include the information using the bolded headings. You must include the bolded headings in your document followed by your response. You MUST carefully review your document for quality of writing, use of professional language, and writing mechanics. · You must be sure to include some technologies that cover the learner’s goal · See specifically under the learner the types of technologies you must include. When you identify the technology to be used you must include each of the following 1. Name of Technology and its URL: Include the name of the technology, its URL and a brief description. · Type of technology. (e.g., software, online learning tool, app, hardware/device, etc. · Technology Description: Briefly describe the technology . Be sure to include the features that would be useful to learning. Write this well enough so that someone could read it and get an overall understanding of what it is and how it works. · How does this technology help overcome the learning barrier(s) and meet the learning goal(s): You must describe specifically what barrier(s) this technology will help the student overcome and how it will help him/her meet his/her learning goals. This is a critical part of the assignment in that it demonstrates your understanding of the usefulness of the technology. Profile 1: Victor Student · Victor, aged 12. Learning needs · Victor has a diagnosis of severe learning disabilities, with dyslexia and dysgraphia.  · Reading Challenges: He is a reluctant reader and because of this when he has to read to gather information to write his composition papers, he is slow and doesn’t always gather the most important information. · Writing Challenges: He finds handwriting difficult. His written work is messy and often illegible with very poor spelling. Beyond his handwriting challenges, he has trouble writing or composing papers, that is, he his poor written expression. He often writes incomplete sentences, has errors in syntax, grammar, and spelling. He often doesn’t know what is important to write. Sometimes his paragraphs lack a main idea, etc. · During writing and composition time, ...

1. Information and Communication Technologies for Students with
Disabilities
Portfolio Group Assignment: Victor
For Victor, you must identify current and emerging assistive
technologies to enable him to participate in high-quality
communication interactions and achieve his educational goals.
In addition, you will need to provide an adequate rationale for
the use of this technology by describing how it will assist the
student with disabilities to overcome his learning barriers to
meet his/her educational goals.
For Victor, you are to do the following:
· Identify 6 technologies in a numbered fashion, following the
directions for the type of technologies that must be included,
and include the information using the bolded headings. You
must include the bolded headings in your document followed by
your response. You MUST carefully review your document for
quality of writing, use of professional language, and writing
mechanics.
· You must be sure to include some technologies that cover the
learner’s goal
· See specifically under the learner the types of technologies
you must include.
When you identify the technology to be used you must include
each of the following
1.
Name of Technology and its URL: Include the name of
the technology, its URL and a brief description.
·

2. Type of technology. (e.g., software, online learning
tool, app, hardware/device, etc.
·
Technology Description: Briefly describe the
technology
. Be sure to include the features that would be useful to
learning. Write this well enough so that someone could read it
and get an overall understanding of what it is and how it works.
·
How does this technology help overcome the learning
barrier(s) and meet the learning goal(s): You must describe
specifically what barrier(s) this technology will help the student
overcome and how it will help him/her meet his/her learning
goals. This is a critical part of the assignment in that it
demonstrates your understanding of the usefulness of the
technology.
Profile 1: Victor
Student
· Victor, aged 12.
Learning needs
· Victor has a diagnosis of severe learning disabilities, with
dyslexia and dysgraphia.
·
Reading Challenges: He is a reluctant reader and
because of this when he has to read to gather information to
write his composition papers, he is slow and doesn’t always
gather the most important information.
·
Writing Challenges: He finds handwriting difficult. His

3. written work is messy and often illegible with very poor
spelling. Beyond his handwriting challenges, he has troubl e
writing or composing papers, that is, he his poor written
expression. He often writes incomplete sentences, has errors in
syntax, grammar, and spelling. He often doesn’t know what is
important to write. Sometimes his paragraphs lack a main idea,
etc.
· During writing and composition time, he often becomes
withdrawn. He is self-conscious about his difficulties and
resists working with the teacher’s aide.
· He has a history of anxiety and now his school attendance has
reduced.
· Academic performance in comparison to her peers has been
falling steadily.
Learning goals
1. Increase and improve his written expression
2. Improve his reading for content to better compose papers.
3. Increase accuracy and complexity writing, improve legibly
and spelling
Assignment: Identify and present in a numbered fashion 5
technologies to help Victor overcome his learning barriers and
meet his learning goals. Be sure to include
· Software, hardware, and/or Web 2.0 tools, low-tech solutions
but not simply websites to find information.
·
There should be technologies to support his reading to
help him when composing papers, his handwriting, and his
composing papers. Some technologies could support more than
one of the challenges. You can’t have all the technologies
support just one of his challenges (e.g., spelling). For example,
you can’t only have reading support technologies or only
compositing support technologies, etc. You must include a
variety of technologies.

4. ·
Important: You must include one technology that the
teacher would use to facilitate Victor’s learning. That is, what
technology could the teacher use to teach Victor (and the others
in his class) improved reading and/or writing skills.
Technology Write Up Example (You will need to be double
space your paper):
Name of Technology and its URL: Kurzweil 3000
https://www.kurzweiledu.com/default.html
·
Type of technology: Kurzweil 3000 is an assistive
technology software and application that offers tools such a
speech to text and more specifically for those with language
impairments, learning disabilities, or a general boost for those
who have difficulty writing.
·
Technology Description: Kurzweil 3000 is a scanning,
reading, and writing solution for those with learning, reading,
and writing disabilities. Scanned material such as an entire
curriculum can also be scanned and read allowed in text to
speech format. Kurzweil 3000 also allows includes a dictionar y,
thesaurus, spell checker, audible spell checking, and a
vocabulary list.
·
How does this technology help overcome the learning
barrier(s) and meet the learning goal(s): Victor has a diagnosis
of dyslexia and dysgraphia for which Kurzweil is highly useful.
With Kurzweil he has the ability to be read scanned material
and read to him making him less reluctant to read. As for his
writing with the speech to text technology he was the ability to

5. speak his thoughts into text and then modify it as he chooses.
This should increase the accuracy and complexity of his
writing, and improve legibly and move towards conventional
spelling. Making writing easier he should be able to improve on
his reading and writing assignments thus boosting his
willingness to go to school and decreasing his anxiety about
school.
Technologies Recommended for Victor
1.
Name of Technology and its URL:
·
Type of technology.
·
Technology Description:
·
How does this technology help overcome the learning
barrier(s) and meet the learning goal(s):
2.
Name of Technology and its URL:
·
Type of technology.
·
Technology Description:
·
How does this technology help overcome the learning
barrier(s) and meet the learning goal(s):
3.
Name of Technology and its URL:

6. ·
Type of technology.
·
Technology Description:
·
How does this technology help overcome the learning
barrier(s) and meet the learning goal(s):
4.
Name of Technology and its URL:
·
Type of technology.
·
Technology Description:
·
How does this technology help overcome the learning
barrier(s) and meet the learning goal(s):
5.
Name of Technology and its URL:
·
Type of technology.
·
Technology Description:
·
How does this technology help overcome the learning
barrier(s) and meet the learning goal(s):
1

7. Week 4 Part II: For Case Study Students
· Practice Question in PICOT Format
In overweight adult patients in a primary care clinic, what
is the impact of implementing the American Heart Association
Diet and Lifestyle recommendations, compared to standard care,
on body weight in 8-10 weeks?
· You continue to conduct your formative evaluation for
intervention fidelity and provide feedback. What are you
learning about project implementation?
The project implementation requires organization and constant
multidisciplinary provider engagement in the change, which can
help the participants to lose weight and improve their health...
· How is the COVID-19 pandemic or other factors affecting
the implementation of your practice change project?
With the covid 19, many nurses chose to become travel nurses,
which led to a shortage of staff and frequently receiving new
personnel everywhere. To face these changes during the project
implementation is essential to supervise all the processes and
educate the staff constantly…. Another problem affecting the
project implementation is the raising in food costs. I provided a
list of healthy food and economic supermarket in the patients’
area to increase their opportunity to buy low-calorie
nutrients….
· What alternate approaches could be implemented to facilitate
the success of your project implementation and evaluation
project phases?
Nutritional knowledge, positive patient and provider attitudes,
access to healthy food, and eating self-control are significant
factors in fighting overweight and obesity, and they can help
with project execution…
· What type of correction may be needed? Do you need to
modify your project plan? If so, what modifications woul d you
make? (Keep in mind that only minor modifications can be
made to the project plan after IRB approval.
No changes can be made where the project is being

8. implemented, population, intervention, comparison, outcome, or
timeframe).
The project has been implemented as planned. However, I will
need to evaluate the ability of all the patients to access healthy
food and encourage them to continue choosing it…
·
What type of communication and with whom is needed
for project success now? How are you engaging the stakeholders
and the participants of your project?
(answer)…
·
What additional support might you need from nursing,
organizational leadership, course faculty, and your preceptor to
successfully implement the evidence-based intervention? What
does that support look like to you?
The initiative will be implemented using the facility's offices
for patient and staff education on the intervention. In addition,
office supplies, participation, and time from the clinical
personnel will be required…
References
Assistive Technology Continuum
of Low to High Tech Tools
Boston Public Schools
Access Technology Center (ATC)
Contact Information
[email protected] - message goes to all ATC staff

9. Kristen Eichleay, Director
[email protected] 617-635-8882, ext. 406
Susan DuBuske, Assistive Technology Assessor
[email protected] 617-635-8882, ext. 404
ATC Web Sites
BPS Public Web Site: MyBPS Web Site:
www.boston.k12.ma.us www.mybps.org
• Teaching and Learning • Teaching and Learning
• Technology • OIIT Technology
• Access Technology Center • Instructional Technology
• Access Technology Center
Kristen Eichleay and Susan DuBuske, Boston Public Schools
Access Technology Center 12-05 2
Assistive Technology Continuum: Examples of Low to High
Tech Tools
LOW TECH
Motor/Mechanics of Writing
Binder – use as a slant board; hold in place with rug lock
Rubber stamps – letters, numbers, math functions facilitate
simple tasks, e.g., writing name
on paper
< Rug lock – stabilizes work/writing surface
Koosh ball – sensory input, kinesthetic, stress reliever,
identifies speaker in group
< Pencil grips – various types

10. Grip It! – a holder for pens that attaches to desk, computer, etc.
Tactile rulers – some school rulers have raised numbers/lines
with notches for locating
points on the ruler or make your own with puff paints
< Evo pen – oval pen that fits in the palm of the hand
< eGrip, Dr. Grip pens - rubber grip in middle
< Light Pen – enhances writing area
< Plastic signature guide and writing guide – (ILA) guides the
writer’s hand; keeps within
lines; also use to frame text as read $3.49 writing guide; $2.50
signature guide
< Raised line paper (Therapro, Onion Mountain Tech) – primary
or elementary – Red/Green
paper indicates Start/Stop points
LOW TECH
Motor/Writing & Reading Supports
White board – easier for some students to use (some are
magnetic as well)
< Page holders (TOP) Page Up (MTM - Minstrel Trading &
Marketing, Corp., Onion
Mountain Tech) each/minimum purchase of 5, small footprint
but holds large papers), and
(BOTTOM) acrylic cardholders (Maddak, Inc./Ableware® -
purchase at ILS -Independent
Living Aids, $5.95); also look for clear picture holders (office
supply) - to hold story pages,
schedules, directions, vocabulary words, math tables, etc.;
place in page holder on desk for
continuous access; student can manipulate cards to create
sentences, number problems, etc. if
writing is difficult
< Finger grip ruler (Westcott, office supply, $1) – for students

11. with fine motor difficulties;
allows ruler to be grasped by raised center grip bar; also use
for focusing on words/lines while
reading
Magnetic sheets/business cards – can be cut as needed to create
numbers, letters, words,
sentence strips; put on cookie sheet, metal ruler/yardstick (use
also as visual/reading supports)
Magnetic picture frames – all sizes; to hold pictures/words
Velcro (AliMed offers discounts to schools) – attach letters,
words, sentences, etc. on
ruler/yardstick or garden gloves/mittens for interactive lessons
< Velcro enhanced books – copy or cut out graphics from
books; attach velcro to picture and
book for interactive lessons; purchase commercially made
Velcro books, e.g., Interactive
Stories (Mayer-Johnson, $19.00)
Kristen Eichleay and Susan DuBuske, Boston Public Schools
Access Technology Center 12-05 3
< Veltex/soft fabric –(Fabrics & Fasteners, self-adhesive
also; fabric stores) -
use Veltex or other soft fabric to create bulletin boards,
fabric boards/books,
gloves/mittens, etc. for interactive word/number play with
Velcro backed
symbols/props (Discount School Supply for gloves/mittens,

12. when available;
Storytelling Book Tote; Storytelling Set)
< Inquiry Box (make it yourself) - Access Tech has developed a
fun, inexpensive,
interactive, multi-purpose teaching/learning tool for the
classroom using a cardboard mailing
carton. The box has plastic page protectors/pockets on all 6
sides, allowing you to address a
wide variety of content areas by inserting pictures, words,
numbers, etc., inside the pockets to
be used in a variety of creative ways. The Inquiry Box handout
provides directions for
making the box and strategies for its use.
Visual/Reading Supports
Easy reading text guides: Use plastic signature guide or
Finger Grip Ruler or regular ruler
< Bar Magnifier w/ yellow guiding line (ILA) - 6" is $3.95
& 9" is $4.95
Other Magnifiers - sheets, bars, hemi-sphere styles; many
bars have a yellow highlighter
section down the middle to emphasize words/phrases in text
Correction tape – removable; write on it and erase it; can be
removed without damaging
paper/text
< Highlighter tape (Lee Products - Crystal Springs Books) -
removable; same as correction
tape but comes in many colors; emphasize words/phrases in
text; laminate to make a student
reading guide that highlights/focuses in on text; $1.25/roll
(Use for motoric challenges too)
< Reading Helper (Onion Mountain Tech; Crystal Springs
Books) - white plastic strip with
highlighting down the middle; multiple colors and sizes

13. the middle to help students track text as they read, 10 for
$13.95
Laminate highlighter tape to make your own reading guide
< Page Flags – removable; use to emphasize words/text, etc.
< See It Right or other colored transparencies (See It
Right!) – use to correct specific
visual perceptual problems; student chooses preferred color
to place over book/text
Enlarge text on photocopier - can place in card holder on
desk
Jumbo rulers (educational supply) – enlarged numbers/lines
< Word rings – create your own from index cards, can
laminate; or purchase pre-made
packages (Top Notch Teacher/school supply) - words, words
& definitions, words &
pictures, etc.
Words in a bottle – put laminated words in a plastic bottle
for easy access
Transparent pencil cases – with holes for a notebook or
hanging style (like travel bath
cases); holds letter or word cards
Corner Rounding Punch (Bidex Precision
Cutting, at office/craft stores) - clips off sharp
edges on laminated cards, etc. for improved appearance and
safety
Avery Removable Label Paper, 8.5” X 11” (Office Supply,
AVE-6465/ 25 pack, $15-$20) -
– Full page removable labels for use on AAC devices,
notebooks, adapting books, etc. Print
BoardMaker symbols to adapt a book and peel off later,
keeping the book intact.
Veltex story pouch bag -
front and back

14. Kristen Eichleay and Susan DuBuske, Boston Public Schools
Access Technology Center 12-05 4
Binder Clips (Office Supply) – use to clip student work onto
hangars for classroom
display; come in a variety of sizes
< Sentence Strips & Objects/Symbols - on Veltex/soft pouch
board; store
words/sentences, etc. inside the pouch (Augmentative
Resources)
Math Supports
< The Master Ruler - (Master Innovations, Inc., $6.95) Ruler
has 5 separate transparent
layers, each measuring a different fraction of an inch shown in a
unique color for easy
identification. Use for measurement skills, fractions, addition
and subtraction of mixed
numbers and improper fractions, and multiplication and division
of fractions. All layers of
the teacher's ruler are clear for overhead presentations.
< The Master Fraction (Master Innovations, Inc., $5.95,
Starter Set $22.95) - Transparent
overlays demonstrate the concepts of equivalency,
reducing, improper and proper fractions,
adding, subtracting common and uncommon denominators,
mixed numbers, and more
covering the fractions: 1/2, 1/4, 1/8, 1/16, 1/3, 1/6, 1/12,
1/5, 1/10, 1/20.

15. The Master Angle (Master Innovations, Inc., $3.00) - Circular
disk showing 360 degrees
with moveable lines to form angles
The Master Clock (Master Innovations, $9.95) -
transparent layers & removeable gears
< Fractionograms (Onion Mountain Technology) -
set of two stamps demonstrate parts
and their relationship to the whole ($13.95)
< X-Y Stamp (Onion Mountain Technology) - Creates a
negative and positive X-Y axis
($4.00)
Large 1" grid chart paper (office supply) - promotes visual
access; laminate for reuse
MID TECH (battery powered)
< Time Timer (Generaction) – visual depiction of elapsed
time; 3”, 8” and 12” sizes; students
see a visual depiction of time remaining for a task in red as the
clock counts down
< Speaking Homework Wiz (Franklin Electronic Publishers) –
promote reading support for
student independence; HomeWork Wiz ($24.95) & Talking
Homework Wiz ($49.95) for
primary & early elementary; Merriman Webster Dictionary &
Thesaurus ($59.95) or the
Speaking version ($79.95) for upper elementary to high
< Talking Photo Album (Onion Mountain Tech; sometimes
available at discount stores, e.g.,
Joanne’s Fabrics )– Places pictures/story pages in the plastic
sleeves and record up to 24 pages

16. of speech ($29 for photo album, $45 for album with idea
book; can also be found sometimes at
large discount stores))
< Neo (AlphaSmart, Inc.) portable keyboard – simple word
processor; connects
directly to computer/printer to transfer text; software applets
available for Inspiration,
KeyWords keyboarding program & Co:Writer word prediction
software.
Kristen Eichleay and Susan DuBuske, Boston Public Schools
Access Technology Center 12-05 5
HIGH TECH
< Loc Dots – raised plastic dots that are used to tactually
identify keys on a keyboard or objects,
e.g., house keys
< Key Guard – clear lucite keyboard cover with holes cut out;
facilitates selection of keys
< Zoomcaps – (Meeting the Challenge or Don Johnston) -
enlarged individual stick-on key
overlays make finding keys easier
< Big Keys – one of several alternative large letter, abc
order keyboards for young children or
students with motor or cognitive challenges difficulties
< Touch Window – (Edmark) touch sensitive screen that
goes over the monitor
< Alternative Keyboard, e.g., IntelliKeys Keyboard

17. (IntelliTools, Inc.) - use as keyboard
without with software or with IntelliTools Software Suite
(IntelliTalk III talking word
processor/authoring tool; IntelliPics Studio multimedia tool;
IntelliMathics manipulative
math program; activities available online to download)
SOFTWARE:
Accessibility features built into Mac/PC - control panels
address a range of disability issues
Visual/Reading Support Tools:
< BoardMaker – Picture Communication Symbols software;
create stories with
text/symbols; picture dictionaries, supplement text with
symbols, substitute text with symbols,
create communication boards, etc.
< Inspiration/Kidspiration (Inspiration) – graphic organizer
software
Slide Shows – Kid Pix, ClarisWorks/AppleWorks, Power
Point
Earobics (Cognitive Concepts) – auditory discrimination
software
Simon Sounds it Out (Don Johnston) – phonics-based
program using word families
Beginning Phonics Reading (Lexia) – based on Orton
Gillingham
Reading SOS Strategies for Older Students (Lexia) - based
on Orton Gillingham
< Electronic books, e.g., Start-to-Finish Books (Don
Johnston) - high interest/low reading
level sets; 2nd-3rd or 4th-5th reading grade levels; book,
audiotape & CD that highlights text &
reads it aloud to student
Text-to-Speech: Shareware, e.g., Tex-Edit (Mac) &
freeware, e.g., Read Please (PC); some
Some commercial word processors have text-to-speech

18. features, e.g., IntelliTalk III
(IntelliTools) and Write Out:LOUD (Don Johnston) - read
text aloud & highlight words as
spoken
Text readers - e.g., Kurzweil 3000 (Kurzweil Educational
Systems), Read
& Write Gold (TextHelp) - read all text files, e.g., from the
web, scanned, etc.
Word prediction that works with any word processor - e.g.,
Co:Writer - anticipates what
the student wants to say and provides a list of words to
choose from
Electronic text (etext) – text files found online, scanned,
etc., to use with text readers
Online Virtual Manipulatives:
http://boston.k12.ma.us/teach/technology/select/ The Select
Math site
provides links (paired with middle school standards) to online
manipulatives. There are many more
manipulatives for all levels at the linked sites, e.g., Project
Interactivate, NCTM, PBS Teacherline, & Explore
Learning.
Resources:
Please note: The following list describes products that,
for the most part, are currently in use in Boston Public
Schools classrooms. The Boston Public Schools does not
make any endorsement, recommendation or warranty as
to any specific product listed here.
• A.D.D. Warehouse
Phone: 800-233-9273
www.addwarehouse.com

19. • AliMed
Phone: 800-225-2610
www.alimed.com
• Augmentative Communication, Inc.
Phone: 831-649-3050
www.augcominc.com
• Crystal Springs Books
Phone: 800-321-0401
www.crystalsprings.com
• ABC Stuff: Resources for Reading
Phone: 800-278-7323
www.abcstuff.com/
• CAST Center for Applied Special Technology
Phone: 781-245-2212
www.CAST.org
CAST eReader
• Discount School Supply
www.discountschoolsupply.com
800-836-9515
• Don Johnston Incorporated
Phone: 847-740-0749
www.donjohnston.com
Range of AT products
• Fabrics & Fasteners (formerly P & A Sales)
Phone: 888-696-1020
Veltex fabric (self-adhesive type also available, Velcro
• Franklin Electronic Publishers

20. Phone: 800-525-9673
www.franklin.com
Hand-held dictionary/spellers, etc
• Generaction
Phone: 877-771-8463
www.TimeTimer.com
Time Timer elapsed time clock
• J. L. Hammett, Co.
Phone: 800-955-2200
www.hammett.com
Educational Supply
• Independent Living Aids, Inc. (ILA)
Phone: 800-537-2118
www.independentliving.com/frame_magnifier.htm
Range of magnifiers & other talking, tactile devices, etc.
• Inspiration Software, Inc.
Phone: 503-297-3004
www.inspiration.com
Inspiration/Kidspiration
• IntelliTools, Inc.
Phone: 707-773-2000
www.intellitools.com
Adaptive tools and software.
• Kurzweil Educational Systems
Phone: 899-894-5374
www.kurzweiledu.com
Kurzweil 3000 & Kurzweil 1000
• LynJan

21. Solution
s, Inc.
Phone: 269-424-6520
www.lynjan.com
• Master Innovations, Inc.
Phone: 908-859-1788
www.themasterruler.com
• Mayer-Johnson, Inc.
Phone: 800-588-4548
www.mayer-johnson.com
Tools & software for language development
• Meeting the Challenge, Inc.
Phone: 719-444-0252
www.mtc-inc.com
• Minstrel Trading & Marketing, Corp. (MTM)
Phone: 305-165-0186
[email protected]
• New England Office Supply

22. Phone: 800-345-7080, X297 Tim Osborn, BPS Rep.
BPS staff get 35% off all orders
• Onion Mountain Technology
Phone: 860-693-2683
http://www.onionmountaintech.com/catalog.pdf
Wide range of low and mid tech tools available for purchase
• See It Right!
Phone: 909-481-2950
http://www.seeitright.com/
Colored acetate filters & training to support students with
visual perceptual problems.
• TextHELP!® Systems Ltd.
Email: [email protected] www.texthelp.com
Text readers and word prediction software