Assistive technology presentation


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Assistive technology presentation

  1. 1.  According to the Individuals with DisabilitiesEducation Improvement Act of 2004 (IDEA),assistive technology is:“Any item, piece of equipment or product system, whether acquiredcommercially off the shelf, modified, or customized, that is used toincrease, maintain, or improve the functional capabilities of childrenwith disabilities.”
  2. 2. Access andEnvironmentalControlsAids to Daily LivingAssistive Listening MobilityComputer-BasedInstructionAugmented/AlternativeCommunicationPositioningVisual Aids
  3. 3.  Hardware Software Stand-Alone Devices Not included based on IDEA 2004 criteria are thosedevices which have been surgically implanted
  4. 4.  How do students qualify for assistive technologydevices?“The decision whether a student with disabilities requires an assistive technologyservice and/or device in order to benefit from her or his education program is anIndividualized Education Program (IEP) team decision. In making this decision theIEP team must consider the individual student’s assistive technology needs inrelation to his or her education program.” When should assistive technology devices be provided?“When the student is not successful in his or her educational program and the IEPteam has determined that the use of assistive technology device(s) and service(s)are necessary for the student to be successful in his/her educational program. “
  5. 5. Six Steps1. Collect childand familyinformation2. Identifyactivities forparticipation3. What can beobserved toindicate theintervention issuccessful?4. BrainstormAssistiveTechnologysolutions5. Determinewhen theintervention willbegin and createan observationplan6. Identify whatworked
  6. 6. Students that qualify for services based on the IEP may receive themin the following settings: A regular classroom A resource room for specific subject areas A specialized classroom which allows for individualized attention inall courses(It is important to note that every effort is made for students to remainin the regular classroom setting unless individual needs are not beingmet.)
  7. 7. (Kopilovic, 2012)Applying Assistive Technology:A Classroom Case Study
  8. 8. You are a teacher who has a few students that require you todifferentiate your instruction. Three have been diagnosed withADHD, while one has an auditory disability, and requires a specialdevice in order to hear. In addition, you have a number of students thathave mild learning disabilities that impact all areas, especially readingand writing.As you prepare for the school year, you ask yourself, "What resourcesdo I have in order to help me meet my students needs?“In the slides that follow, we will present options for ensuring that allmembers of the class maximize their participation and understanding…
  9. 9. to Raskind and Stanberry, many students with ADHD spendhours on homework and rely heavily on parents, teachers and siblings forassistance.The following programs facilitate greater understanding among ADHDstudents that may struggle with math, reading and writing assignments(these products may also be used with students that have mild learningdisabilities depending on their specific needs):Math Electronic math worksheet software(Products: and Talking calculators(Products: and
  10. 10. Reading software and audiobooks(Products:, and Optical character recognition(Products: and Speech synthesizers(Products: and
  11. 11. Portable word processors(Products:, and Speech-recognition programs(Products:, and Word-prediction software(Products:,
  12. 12. For students with hearing impairments, Hearing Assistive Technology Systems(HATS) are imperative to minimize limitations such as: Competing noise Poor room acoustics Listener and sound source distanceAccording to the American Speech-Language-Hearing Association, HearingAids and FM Systems are f the most commonly used due to the following: They allow the child to hear the teacher’s voice at an appropriate levelregardless of distance Make the teacher’s voice the most prominent rather than background noise Allow for self-monitoring of the child’s own voice Enable the child to concentrate only on the teacher by allowing the hearingaid microphone to be turned off
  13. 13. Additional assistive technology used to assist with auditory impairment include: Sound field systems which allow for the teacher to speak into a microphonetransmitter linked to classroom speakers. (However, it is important to notethat these systems have reverberation.) Telecommunications Device for the Deaf (TDD)-A modified telephone thatallows people who are deaf /hearing-impaired to communicate via textcapabilities. With a QWERTY board and a small screen, this device is usefulfor students who suffer from speech impairments.
  14. 14. Lahm and Morissette (1994), note that for those students that havemild learning disabilities, many options exist requiring little to noadditional assistive technology(“low-tech”/”no-tech”) as well as “high-tech” which use multifunctional technology in various forms: OrganizationFlow charts, task analysis, webbing, outlining, software-based organizers and word processing software Note TakingVideotaped classes, emailed presentations, printed notes to audio, using keyboards and PDA’s WritingWord processing software to limit mechanics and process barriers Academic productivityCalculators, instant messaging, browsers and document sharing tools Access to reference/general educational materialsMultimedia and internet communication in a structured environment Cognitive assistanceSoftware for practice, problem-solving and simulations
  15. 15. The National Council on Disability (1993) surveyed 136 individuals withdisabilities to evaluate the costs and benefits associated with the useof different kinds of technology-related assistance. Because of assistive technology, a majority of infants with disabilitiesbenefited by having fewer health problems Nearly 75% of school age children were able to remain in a regularclassroom, and 45 % were able to reduce their use of school-relatedservices“These results indicate that the issue becomes not how can we affordeffective AT, but what costs are involved if it is not provided.”
  16. 16. ASHA. (n.d.). Retrieved from technology devices. (n.d.). Retrieved from technology. (2004, February). Retrieved from for young learners: How to choose at?. (2006). Retrieved from education programs. (n.d.). Retrieved from, M. (2012, October 18). [Web log message]. Retrieved from, M. -. J. (n.d.). Retrieved from
  17. 17. Markusic, M., & Stannard Gromisch, E. (n.d.). Retrieved from, M. & Stanberry, K. (n.d.). Retrieved from Retrieved from impact and benefit of assistive techology. (n.d.). Retrieved from