Assistive Technology Presentation for ITEC 7530 Module 4

1. Assistive
Technology
Presentation
Lawana J. Haynes
September 21, 2014

2. Overview
 Blending of curriculum designed to address
disability-specific or unique needs and
curriculum designed for optimal learning
 Being flexible and creative are necessary as
monitoring and adjusting lessons to meet the
needs of the student are paramount
 Using evidence-based practices shown
through research improves student learning
 Instructing students with disabilities should
include a collection of strategies in addition
to assistive technology

3. Best Practices
 Mnemonic strategies
 Spatial Organizers
 Classroom Learning Strategies (e.g., study skills
instruction, note-taking strategies)
 Computer-Assisted Instruction (CAI)
 Peer Mediation
 Study Aids (e.g., study guides, text outlines)
 Hands-On or Activity-Oriented Learning
 Explicit instruction
(Mulligan, 2001)

4. ADHD
 Curriculum
 Advise students for new material
 Set expectation of learning and behavior
 Simplify instruction and choices
 Approach
 Be predictable and consistent
 Ongoing assessments
 Vary the audiovisual presentation of material
 Technology
 Computer games that provide mnemonic learning
opportunities, such as math or phonics
 Tape record writing assignments as an alternative

5. Auditory/Hearing Disabilities
 Curriculum
 Should incorporate learning about Deaf culture
 Should include speech development
 Approach
 Bilingual-Bicultural approach
 Auditory-oral approach
 Total communication approach
 Technology
 Alternative face-to-face communication (speech generating
devices, touch screen of commonly used items or words)
 Alternative communication via telephone (TTY/TDD machines
or caption telephones)
 Alerting devices ( sound, light, vibrations or combinations of
techniques)

6. Learning Disabilities
 Curriculum
 Individualized lessons with direct instruction
 Inclusive environment with the general student body
 Approach
 Teach the student how to learn
 Use sequential, simultaneous structure multi-sensory
approach
 Give direct instruction
 Technology
 Low tech (Pencil grips, note-taking recording devices,
Picture boards)
 High tech (Optical character readers, voice recognition,
instructional software, alternative keyboards)
(Learning Disabilities Association of America, n.d.)

7. References
 Behrmann, M. M. (n.d.). AT for students with mild disabilities. Retrieved from
http://www.csun.edu/~hfdss003/atacp/supplements/gph7.html
 Learning Disabilities Association of America. (n.d.) Successful strategies for teaching
students with learning disabilities. Retrieve from http://ldaamerica.org/successful-strategies-for-
teaching-students-with-learning-disabilities/
 Mulligan, E. (2011, September). What works: Effective teaching strategies for students with
disabilities. Retrieved from http://nichcy.org/what-works-effective-teaching-strategies-for-students-
with-disabilities
 National Center on Accessible Instructional Materials. (2010, November 5). Curriculum
access students with low-incidence disabilities: The promise of udl. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_curricula
#BlndgGenSpCurr
 U.S. Department of Education. (2008, October 8). Teaching children with attention deficit
hyperactivity disorder: Instructional strategies and practices. Retrieved from
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg3.html
 (? ). Instruction for students with learning disabilities. Retrieved from
http://www.sagepub.com/upm-data/6797_bender_ch_1.pdf