This document discusses resources and assistive technologies (AT) teachers can use to help meet the needs of students with disabilities. It provides an overview of AT and defines it. The scenario describes a classroom with students having ADHD, auditory impairment, and mild learning disabilities. The document recommends resources for these disabilities, including FM systems, the Invisible Clock, and word processors to aid spelling, grammar and reading comprehension for students with mild disabilities.

2. Objectives
Teachers who view this presentation should …
0 Have an overviewing understanding about working
with students who have special needs, as well as
resources that can enhance students' educational
experience.
0 Be able to identify resources and instructional
practices that meet their students' individual needs;
to include assistive technologies as well as approaches
that do not require technology.

3. What is Assistive Technology?
For todays lesson we will use the below definition of
assistive technology as our working definition.
0 “Any item, piece of equipment, or product system,
whether acquired commercial or off the shelf,
modified, or customized that is used to increase,
maintain, or improve functional capabilities of
individuals with disabilities” (Pub. L. No. 108-446).

4. Lesson Introduction
You are a teacher who has a few students that require
you to differentiate your instruction. Three have been
diagnosed with ADHD, while one has an auditory
disability, and requires a special device in order to hear.
In addition, you have a number of students that have
mild learning disabilities that impact all areas, especially
reading and writing. As you prepare for the school year,
you ask yourself, "What resources do I have in order to
help me meet my students' needs?"

5. What Resources Do You Have?
Here at Georgia Southern University the faculty and staff realize that
some students may require special services and resources; therefore
the university has a Student Disability Resource Center
These service are provided to accommodate all disabilities
» Access to, and training for adaptive equipment.
» Accommodations for all standardized tests and professional licensure exams.
» Advocacy when needed to insure provision of accommodations.
» Assistance in arranging academic accommodations in classes.
» Assistance in resolving physical barrier issues.
» Assistance with obtaining acceptable documentation of the disabling condition.
» Career counseling.
» Early Registration
http://students.georgiasouthern.edu/disability/services.html

6. What Resources Do You Have?
These service are provided to accommodate specific disabilities
» Access to TDD (Text Telephone for the Deaf or speech impaired)
» Access to Video Phone (for the Deaf or speech impaired)
» Adapted desk for the classroom
» Adaptive technology
» Assistive listening devices
» Books in alternative format
» Braille printer
» Computers with Zoom text and voice output
» Disability parking
» Distraction free exam space
» Extended time for exams
» Interpreter for the Deaf
» Lab assistants
» Note takers
» Perkins Brailler
» Print magnification systems
» Readers for tests
» Registration assistance (not advisement)
» Scribing/proctoring services
» Voice-activated Software
http://students.georgiasouthern.edu/disability/services.html

7. Where To Start?
When you are made aware of a student’s disability, it is
time to figure out what can be done on your part to
accommodate the students special needs.
Individualized Educational Programs (IEPs) can be created
to better accommodate the needs of students who struggle
in classes because of learning disabilities, ADHD, emotional
disorders, cognitive challenges, autism, hearing
impairment, visual impairment, speech or language
impairment, and developmental delay
https://georgiasouthern.desire2learn.com/d2l/lms/content/viewer/main_frame.d2l?tId=626459&ou=11775

8. 6 Steps to selecting an AT
1. Collect child and family information
2. Identify activities for participation
3. Determine what measurable indicators you will use
to benchmark success
4. Brainstorms ideas and determine which AT
solutions you would like to use
5. Test out the AT solution
6. Conclude is the AT solution worked
https://georgiasouthern.desire2learn.com/d2l/lms/content/viewer/main_frame.d2l?tId=626459&ou=11775

9. Back to the Scenario
0 In the introduction the scenario discussed students with the
following disabilities that would require you to
differentiate you lesson.
0 ADHD (3 students)
0 Auditory impairment
0 Mild learning disabilities (reading and writing especially)

10. ADHD
0 The Invisible Clock – This is a clock
that is to be worn on the belt to
avoid being able to watch it. It can
be set to specific time intervals and
can be helpful for students with
ADHD
0 When the time interval has elapsed,
the student can take a break from
the lesson
http://www.brighthub.com/education/special/articles/74108.aspx

11. Hearing Impairments
0 FM Systems – This is
basically a microphone that
the instructor wears that
sends signals to an ear
piece that the students
wears.
0 FM Systems allow student
to hear much better
without to much attention
brought the situation
http://adaptivetech.tcnj.edu/resheet/deaf.htm

12. Mild Disabilities
0 Word Processors –
Software that combines a
keyboard and text feature.
0 These programs can assist
students with spelling,
grammar, meaning and
pronunciation of words
0 Student can use these
word processors to better
than language and reading.
http://www.ehow.com/info_8586222_reading-skills-students-mildmoderate-disabilities.html

13. References
0 Pub. L. No. 108-446 (Individuals with Disabilities
Education Improvement Act of 2004)
0 http://students.georgiasouthern.edu/disability/services.h
tml
0 https://georgiasouthern.desire2learn.com/d2l/lms/conte
nt/viewer/main_frame.d2l?tId=626459&ou=11775
0 http://www.brighthub.com/education/special/articles/74
108.aspx
0 http://adaptivetech.tcnj.edu/resheet/deaf.htm
0 http://www.ehow.com/info_8586222_reading-skills-
students-mildmoderate-disabilities.html