Assistive technologies (AT) refer to devices or equipment that help individuals with disabilities increase or improve their functional abilities. AT can be classified as no tech, low tech, or high tech. No tech requires no technology, low tech uses simple battery-operated devices like tape recorders or adapted keyboards, and high tech requires computers and special software like word prediction or note taking programs. Teachers should identify students' needs and match them with appropriate AT tools to enhance learning. Examples of learners who may need AT include those with ADHD, reading/writing difficulties, or hearing impairments. Resources are provided to help incorporate AT into lessons and for specific disabilities.

1. Assistive Technologies
Differentiated Learning for Students
with Special Needs

2. Introduction to Assistive Technology
What is Assistive Technology?
• Assistive technology (AT), also called the “Tech Act,” is
part of the Individuals with Disabilities Education Act
(IDEA) of 1988, which was reauthored in 2004.
• AT “refers to 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” (Cennamo, Ross, & Ertmer,
2014).
• AT devices can be classified as “no tech,” requiring no
technology, “low tech”, or “high tech” which typically
requires a computer and special software (Behrmann &
Jerome, 2002).

3. Examples of Assistive Technology
George Mason University, recommends the following list of AT tools that
teachers can consider incorporating into lesson planning and instruction:
• No Tech: Requires no use of technology; low cost
 Large print books
 Raised line, colored, or grid paper
• Low Tech: Simple devices; typically battery operated
 Tape or digital recorders
 Adapted keyboards
 Talking watches
• High Tech: More expensive; requires special training to use
 Word prediction software
 Note taking devices
 Talking word processors

4. How to Help Children who Need AT
Teachers working with children who need AT need to
identify the needs of the student and find the appropriate
AT tool to enhance the student learning experience. Below
are examples of the types of learners you may encounter
in the classroom who may require AR tools.
• Children diagnosed with ADHD
• Children with difficulty reading and writing
• Children diagnosed with a hearing impairment

5. How to Help Your Special Learners
Guide to Identifying Needs
The Family Center on Technology and Disability
Technology Solutions:
http://www.fctd.info/assets/assets/21/AT_solutions-
may2012.pdf?1338562550

6. How to Incorporate AT in the Classroom
https://www.youtube.com/watch?v=QdI_ddl0WyE

7. Additional Resources for Teachers
Children diagnosed with ADHD:
• Bright Hub Education
http://www.brighthubeducation.com/special-ed-neurological-
disorders/74108-assistive-technology-for-adhd-students/
Children with difficulty reading and writing:
• National Center for Learning Disabilities
http://www.ncld.org/students-disabilities/assistive-technology-
education
Children diagnosed with a hearing impairment:
• Hearing Like Me
http://www.hearinglikeme.com/learning/teachers/teaching-
child-hearing-loss

8. References
Cennamo, K., Ross, J.D., Ertmer, P.A. (2014). Technology
integration for meaningful classroom use: A standards-
based approach. Belmont, CA: Wadsworth
Behrmann, M. & Jerome, M. (2002). Assistive technology
for students with mild disabilities. ERIC Clearinghouse on
Disabilities and Gifted Education: Arlington, VA. Retrieved
from http://www.ericdigests.org/2003-1/assistive.htm
George Mason University. (n.d). Assistive technology
initiative. Retrieved from http://ati.gmu.edu/what_ati.cfm