1. Amanda Wulle

2. An overview
 With legislative acts like No Child Left Behind
teachers need to be more open to different types of
instructional methods to help fit the needs of their
entire class
 Creating lesson plans to help with students IEPs
(Individualized Education Programs)

3. Definition
“any item, piece of equipment, or product system,
whether acquired commercially or off the shelf,
modified, or customized, that is used to increase,
maintain, or improve functional capabilities of
individuals with disabilities”
 Individual with Disabilities Educational
Improvement Act of 2004

4. Steps for choosing an AT
 Step 1: Collect information. Start conversation to learn about the child’s
strengths, abilities, preferences and needs find what’s worked best.
 Step 2: Identify activities for participation that work best for your subject and
worked in the past.
 Step 3: Create different methods of participation, observe what works best.
 Step 4: Collaborate with colleagues to help find AT solutions. Use the activity
and desired outcomes established and discuss with the people most associated
with student.
 Step 5: Test methods, materials and technology. Create an observation plan
that implants the AT into the students progresses and record how the child
responds.
 Step 6: Identify what worked and what didn’t make recommendations and
revisions as needed.
* “Only by trying the AT can certain factors such as technology placement,
amount of force, mounting, number of choices, etc. be determined and adjusted.”

5. Types of Technology
 Tablets & Touchscreens
 Students sometime can verbalize activities but can
communicate through touch
 Helps to engage students
 Example: iPad
 Overhead projections
 Internet based sources
 Twitter
 Class webpages
 YouTube

6. Types of Technology
 Hearing Assistance (Hearing Aids and Cochlear implants)
 FM Systems
 Like mini-radios emitting small frequency waves to enhance sound
 Infrared Systems
 Used more with TV’s and amphitheater, uses infrared light
 Induction loops
 Most common
 Works with the hearing aids to help amplify to certain students
 Usually permanent system of wires in room.
 One-to-one communicators

7. My experiences…
This summer when looking at what students I would be
working with I needed to plan how to meet their needs.
My students included three students diagnosed with
ADHD, one has an auditory disability and requires a
special device in order to hear. I also had a number of
students that had mild learning disabilities.

8. The research areas
 Interviewing parents and other teachers
 Lisa Wulle, • Breanna Bever
 7th grade Math Teacher • High School Chemistry Teacher
 30+ years in education • 4+ years in education
 Websites geared toward subject area
 Choosing Assistive Technology article
 Blogs
 Twitter
 using the hashtag #assistivetechnology
 Pinterest

9. In the classroom
 iPads
 Educational Games to keep attention
 Worksheets / interactive homework grades as you go
along
 Activities with participation to help students move
around as well as learn

10. Outside the classroom
 Classroom Website
 Lisa Wulle uses mybigclassroom
 Posting notes and websites to in class work
 Created Lecture Podcasts and videos
 Allows students to watch and listen at their own pace to
catch up on lessons
 Tweeting along with the class
 Reminding students and parents what’s going on in class
 Example: Breanna Bever Class - @BBever_FCHS

11. Resources
 Cennamo, K. S., Ross, J.D., & Ertmer, P.A. (2010). Technology integration
for meaningful classroom use: A standards-based approach. Wadsworth,
Cengage Learning, Belmont, CA.
 http://www.ncld.org/students-disabilities/assistive-technology-
education/choosing-assistive-technology
 http://www.atia.org/i4a/pages/index.cfm?pageid=1