This document discusses students with disabilities and their needs, rights, and available assistive technologies and services. It defines students with disabilities as those with physical or mental impairments such as blindness or learning disabilities. The Individuals with Disabilities Education Act (IDEA) defines disabilities and eligibility for special education services. Students with delayed skills or disabilities may qualify for individualized education programs. Assistive technologies from low to high-tech can help promote participation for young children with disabilities, but are often underutilized. Various assistive technologies and services that can help with problems in writing, reading, math, and engagement are described.

2. A broadly defined group of students with
physical and/or mental impairments such as
blindness or learning disabilities that might
make it more difficult for them to do well on
assessments without accommodations or
adaptations.

3. 

The nation’s special education law is called
the Individuals with Disabilities Education Act,
or IDEA.
The IDEA’s disability terms and definitions
guide how States in their own turn define
disability and who is eligible for a free
appropriate public education under special
education law.

4. 

Kids with delayed skills or other disabilities
might be eligible for special services that
provide individualized education programs.
Parents, teachers, paraprofessionals,
counselors and students should all be part of
the process in making these individualized
plans.

5. 


“…assistive, adaptive, and rehabilitative devices
for people with disabilities and also includes the
process used in selecting, locating, and using
them.”
Young children with disabilities need an enriched
environment to promote their social and
cognitive participation and growth.
Technologies, from low to high-tech, can play a
role in promoting their participation, but are
often underutilized.

6. 
Step 1: Collect child and family information.

Step 2: Identify activities for participation.

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Step 3: What can be observed that indicates the
intervention is successful?

Step 4: Brainstorm AT solutions.

Step 5: Try it out.

Step 6: Identify what worked.

7. 
Personal frequency modulation (FM) systems
◦ miniature radio stations operating on special
frequencies.
◦ The receiver transmits the sound to your ears or
directly to the hearing aid.

8. 
Closed-captioned TV
◦ text display of spoken dialogue and sounds.

9. 
One-to-One Communicators
◦ Ability to listen directly to only one person
◦ Sound transmitted directly to hearing set

10. 
Problems with Writing
◦
◦
◦
◦

Spell Checkers
Thesauruses
Dictionary
Use of computer to type assignments
Problems with Reading
◦ Computer programs that can change font sizes
◦ Audiobooks
◦ Optical character recognition
 programs allow a student to scan printed material into a
computer or handheld unit which is then read then read
aloud by a speech synthesis/screen reading system.

11. 
Electronic math worksheet software
◦ enables students to organize and work through
problems on a computer screen.


Calculators that say the text
IPADS
◦ Offer various different apps that can help students
and are quite portable

Smartboards
◦ A smartboard is a great way to create engaging and
differentiated instructions.
◦ Allows students to actively participate in the lesson.

12. 
http://www.additudemag.com/adhd/article/658
5.html

http://kerryshelton.weebly.com/technology-foradhd-students.html

http://www.cse.ucla.edu/products/glossary.php

http://nichcy.org/disability/categories

http://kidshealth.org/parent/positive/learning
/iep.html

13. 

http://www.greatschools.org/specialeducation/assistive-technology/702assistive-technology-for-kids-with-learningdisabilities-an-overview.gs
http://www.asha.org/public/hearing/treatme
nt/assist_tech.htm