1) Assistive technologies refer to technologies that enhance learning for students with special needs by overcoming barriers to learning. This includes technologies purpose-built for certain conditions as well as everyday technologies modified for special needs. 2) The document discusses how assistive technologies like iPads and their applications can help students with expressive language disorders by providing visual and audio tools to improve communication abilities. 3) Interactive whiteboards also benefit students with expressive language disorders by engaging them visually and allowing them to physically manipulate their learning.

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Assistive Technologies otherwise known as inclusive, adaptive and or special needs
technology refers “to any technology that enhances the performance of students with
special educational needs by overcoming their specific barriers to learning” (Casimar
& Alchin, 2000, p. 361). Assistive technologies include those that may have been
purposefully built for specific conditions or everyday technological equipment that
has been modified (DET, 2004).
Through the creation of my iVideo, I have highlighted the 21st century developments
in assistive technology, the benefits for students and their learning and how as pre-
practice and practicing teachers, it is our responsibility to attempt to “provide
mainstreamed students with the same degree of access to school services as other
students” (Casimar & Alchin, 2000, p. 361). Last year (2010), there were on average
15,000 students with a disability and 50,000 students with special needs enrolled in
conventional classes across primary and secondary schools in NSW (Parliament of
New South Wales, 2010). The Disability Standards for Education (2005), clarify the
obligations of education and training providers to ensure that students with disabilities
and special needs are able to access and participate in education without experiencing
discrimination (DDA, 2006). As educators, we need to recognise that “every [student]
has unique characteristics, interest, abilities and learning needs” and that these, along
with physical and intellectual barriers inhibit students capacity to learn (Hinder &
Ashburner, 2010, p. 232). Assistive technology can overcome these barriers and
increases independence for the child, which ultimately enhances their learning
capacity.
An Expressive language disorder is a condition where students “receptive language
(understanding of language) is better than his/her expressive language (use of
language)” (Morales, 2006). Students with this disorder experience difficulties with
“spelling, using words correctly.…[and] retrieving and organising words and
sentences when expressing more complicated thoughts and ideas” (Morales, 2006).
This often results in students becoming frustrated as they recognise their innability to
effectively communicate their ideas.
Assistive technology can considerably improve the learning experience of a student
with an Expressive language disorder. Within a classroom environment, technology
“creates new possibilities for students with special needs and improves the quality of
their [learning experience, allowing them to] compensate for deficient requisite skills
and access information that would otherwise be inaccessible” (Casimar & Alchin,
2000, p. 369). Since the development of the iPad, researchers and educators have
come to realise the capabilities of such a tool for children with an Expressive
language disorder. “The face of the product is defiant by a single piece of multi-touch
glass” with no pointing device, no single orientation and no right or wrong way of
holding it, therefore students are not required to self-adapt in anyway to use this
product. (Apple, 2011).
Ipads and mobile technology are versatile, user-friendly, portable and engaging and
with the various applications available it respresents a very positive piece of assistive
technology for students with an Expressive language disorder (Harrell, 2010).
Students experiencing this condition are extremely visually aware and learn better
with the assistance of visuals. ‘Proloquo2GO’ is an application with a “full-featured
augmentative and alternative communication solution” that allows “text-to speech

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voices” helping students who have troubles communicating (Jeffry, 2010). ‘Grace’ is
another example of this allowing children to communicate effectively through the
creation of sentences with imagery (Jeffry, 2010). Through the various generally
affordable applications available, students can learn through creating pictures,
flashcards storyboards and vsiual schedules (Jeffry, 2010).
Podcasting is another extremely useful piece of assistive technology for students with
an Expressive language disorder. These students experience difficulties with reading,
communicating and expressing their ideas, thoughts and feelings in general and
podcasting helps to “support and extend” the work of these students (Podium, 2010).
Students are encouraged to “concentrate on their speaking and listening skills” which
alternatively benefits and improves their writing (Personal Communication, 2011).
Students have the ability to record and listen to themselves communicating which
provides for a sense of self-fulfillment and achievement in hearing their own voice
(Personal Communication, 2011).
The introduction of Interactive Whiteboards has benefited these students and
increased their ability to learn and communicate. “Interactive whiteboards engage
children with Expresive language disorders as they enhance their learning capacity
through visual learning. Visual learning provides these children with an outlet to
express their thoughts and needs” (Personal Communication, 2011). Through the
various applications available, children are able to phyiscally manipulate their own
learning. This becomes especially useful during mathematics, english and
comprehension: as the visuals help these students to express their thoughts and
opinions (Personal Communication, 2011).
While there are many benefits of assistive technology, it is important that educators
are aware of the possible associated limitations or drawbacks. Casmire and Alchin
higlight that technology such as iPads and mobile technology “involves a lot of fine
motor activity and many hours of sitting, both of which can be very demanding for
some students” (2000, p. 383). It is essential that educators take this into
consideration, ensuring they encourage moderation of the amount of time students
spend engaging this technology (Casimar & Alchin, 2000, p. 383). There is a
tendency amongst educators to focus on “how a particular assistive technology will
help the student to overcome a particular deficit and to overlook the negative
consequences” such as an over-dependence on a specific form of technolgy (Casimar
& Alchin, 2000, p. 383). It is important for educators and schools to have a sound
idea of assistive technology and how it can benefit students with special needs, to
ensure it is available for and used in the right circumstance and to cater for the right
need.
In conclusion, in terms of my philosophy of teaching, I believe that it is the role of the
teacher to promote and maintain a positive classroom environment which is condusive
to and facilitates students learning. I will personally endevour to provide students with
special needs access to as much appropraite assistive technology available as I can
facilitate within the boundaries of my school environment. I appreciate that this is an
important ICT issue in K-6 education and it is imperative as educators that we help
students to overcome their barriers affecting their learning, by being aware of how
these forms of technology can assist these students and appreciating their
shortcomings.

3. A.
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Works
Cited
Apple Pty Ltd. (2011). iPad. Apple Pty Ltd.
Casimar, G., & Alchin, G. (2000). Enhancing learning with assitive technology (2nd Edition
ed., Vol. Chapter 10). (P. Foreman, Ed.)
DDA. (2006, August 3). Disability Standards for Education. Retrieved February 17, 2011,
from Australian Government:
http://www.ag.gov.au/www/agd/agd.nsf/page/humanrightsandanti-
discrimination_disabilitystandardsforeducation
DET. (2004, October). What is adaptive technology? (DET, Producer, & DET's Centre for
Learning Innovation) Retrieved February 17, 2011, from Option Keys: Developing
for accessibility: http://www.cli.nsw.edu.au/optionkeys/students/solutions.htm
Harrell, A. (2010, August 11). iHelp for Autism. Retrieved February 25, 2011, from SF
Weekly: http://www.sfweekly.com/2010-08-11/news/ihelp-for-autism/
Hinder, E. A., & Ashburner, J. (2010). Occupation-centered Intervention in the School
Setting. In S. Rodger (Ed.), Occuptaion-Centred Practice with Children: A Practical
Giude for Occupational Therapists (Vol. Chapter 11, p. 230).
Jeffry. (2010, August 15). 10 Revolutionary iPad Apps to Help Autistic Children. Retrieved
February 25, 2011, from GadgetsDNA.com: http://www.gadgetsdna.com/10-
revolutionary-ipad-apps-to-help-autistic-children/5522/
Morales, S. (2006, October 17). Expressive Language Disorder. Retrieved February 17,
2011, from Children's Sppech Care Center: http://www.childspeech.net/u_iv_h.html
Parliament of New South Wales. (2010). The provision of education to students with a
disability or special needs. Sydney: Parliament of New South Wales.
Personal
Communication
(2010).
Melissa
Martin,
Clementine
Bacon
and
Sally
Hewett
Podium. (2010). What is podcasting? Retrieved February 25, 2011, from Podium:
http://www.podiumpodcasting.com/whatispodcasting/