The document discusses assistive technology and its importance in providing equal learning opportunities for all students, including those with disabilities. It explains that assistive technology helps ensure students with disabilities can access the curriculum and learn in inclusive classroom environments as required by law. Examples of assistive technologies that can help with tasks like note-taking, writing, organization, and accessing materials are provided. The document emphasizes that integrating appropriate assistive technologies is necessary to effectively educate students with disabilities."

1. Equal Learning Opportunities
for all Students
Assistive Technology for Students with Disabilities
Atawanna L. Royal

2. • Integrating technology into classroom instruction means
more than teaching basic computer skills and software
programs in a separate computer class. Effective
integration of technology must happen across the
curriculum in order to truly enhance the learning process.
• For some students, the integration of technology is
needed to induce the learning process.
Integrating Technology in
the Classrooms

3. • As educating institutions, there is a responsibility to insure that all
students are treated equal and fair and provided necessary services
and resources to afford them the opportunity to attain an
education. The use of technology is vital in assisting institutions of
education with this task.
• Inclusion is a term which expresses commitment to educate each
child, to the maximum extent appropriate, in the school and
classroom he or she would otherwise attend. It involves bringing
the support services to the child (rather than moving the child to
the services) and requires only that the child will benefit from
being in the class (rather than having to keep up with the other
students).
Inclusion

4. • Federal special education laws mandate that students are
taught in a “least restrictive environment”.
• Least restrictive environment means that a student who
has a disability should have the opportunity to be
educated with non-disabled peers, to the greatest extent
appropriate.
Least Restrictive Environment

5. • Section 504 of the Rehabilitation Act of 1973 requires that a recipient of
federal funds provide for the education of each qualified handicapped
person in its jurisdiction with persons who are not handicapped to the
maximum extent appropriate to the needs of the handicapped person.
• The Technology-Related Assistance for Individuals with Disabilities Act
of 1988 (Tech Act) was designed to enhance the availability and quality of
assistive technology (AT) devices and services to all individuals and their
families throughout the United States.
• The Individuals With Disabilities Education Act (IDEA), as amended in
2004, requires that children with disabilities be educated in the "least
restrictive environment appropriate” to meet their “unique needs.”
It’s the LAW

6. "As the global community continues the transition
from an industrialized factory model to an
information and now participatory networked-based
society, educational technology will play a pivotal
role in preparing students for their futures.”
Technology and
Education

7. • The Tech Act defines assistive technology (AT) devices
as any item, piece of equipment, or product system
(whether acquired off the shelf, modified, or customized)
that is used to increase, maintain, or improve functional
capabilities of individuals with disabilities.
Assistive Technology

8. Assistive
Technology
(AT)
Low High
Technology Technology
-Note taking cassette
recorders -Speech synthesizer
-Pencil grips -Alternative keyboard
-Head pointers -Talking clock
Assistive Technology

9. In a paper presented at the annual meeting of The Council
for Exceptional Children held in Denver, CO. in 1994,
Lahm & Morrissette outlined seven areas of instruction
where AT could assist students with mild disabilities:
• organization
• note taking
• writing assistance
• productivity
• access to reference materials
• cognitive assistance
• materials modification.

10. • Organization: Low-tech solutions include teaching students to organize their
thoughts or work using flow charting, task analysis, webbing or networking ideas,
and outlining. These strategies can be accomplished using graphic organizers to
visually assist students in developing and structuring ideas. A high-tech solution
might be the outline function of word processing software, which lets students set
out major ideas or topics and then add subcategories of information.
• Note Taking: A simple approach is for the teacher to provide copies of structured
outlines for students to use in filling in information. A high-tech approach might
include optical character recognition, which is software that can transform
typewritten material into computer-readable text using a scanner.
• Writing Assistance: Word processing may be the most important application of
assistive technology for students with mild disabilities. Many of these students have
been identified as needing assistance in the language arts, specifically in writing.
Computers and word processing software enable students to put ideas on paper
without the barriers imposed by paper and pencil. Writing barriers for students with
mild disabilities include mechanics: spelling, grammar and punctuation errors;
process: generating ideas, organizing, drafting, editing, and revising; and
motivation: clarity and neatness of final copy, reading ability, and interest in writing.

11. • Productivity: Assistive productivity tools can be hardware-based, software-based, or both.
Calculators, for example, can be the credit-card type or software based, which can be popped
up and used during word processing. Spreadsheets, databases, and graphics software also
offer productivity tools, enabling students to work on math or other subjects that may require
calculating, categorizing, grouping, and predicting events. Productivity tools also can be
found in small, portable devices called personal digital assistants (PDAs). Newer PDAs can
be used as note taking devices via a small keyboard or graphics-based pen input. Some PDAs
can translate words printed with the pen input device to computer-readable text, which can
then be edited with the word processor and transmitted to a full function computer.
• Access to Reference Materials: Many students with mild disabilities have difficulty
gathering and synthesizing information for their academic work. In this arena,
telecommunications and multimedia are providing new learning tools for the students.
• Cognitive Assistance: A vast array of application program software is available for
instructing students through tutorials, drill and practice, problem-solving, and simulations.
Many of the assistive technologies described previously can be combined with instructional
programs to develop and improve cognitive and problem-solving skills.
• Materials Modification: Special educators are familiar with the need to create instructional
materials or customize materials to meet the varied needs of students with disabilities. Today
there are powerful multimedia authoring and presentation tools that educators can use to
develop and modify computer-based instructional materials for students with mild disabilities,
providing a learning tool that these students can access and use to balance their weak areas of
learning with their strong areas.

12. A child who has difficulty learning and functioning and has been identified as
a special needs student-a student with delayed skills or other disabilities- might
be eligible for special services provided to assist them with their education
attainment.
Here is a list of some reasons a student may be classified as special needs:
• learning disabilities
• attention deficit hyperactivity disorder (ADHD)
• emotional disorders
• cognitive challenges
• autism
• hearing impairment
• visual impairment
• speech or language impairment
• developmental delay
Special Needs Students

13. Students with specific learning disabilities have average to
above average intelligence but may have difficulties acquiring
and demonstrating knowledge and understanding. This results in
a lack of achievement for age and ability level, and a severe
discrepancy between achievement and intellectual abilities.
Learning Disabilities

14. Specific types of learning disabilities include:
• Dysgraphia
An individual with dysgraphia has a difficult time with the physical task of forming letters and words using
a pen and paper and has difficulty producing legible handwriting .
• Dyscalculia
A person with Dyscalculia has difficulty understanding and using math concepts and symbols.
• Dyslexia
An individual with dyslexia may mix up letters within words and sentences while reading. He may have
difficulty spelling words correctly while writing. Letter reversals are common. Some individuals with
dyslexia have a difficult time with navigating and route finding tasks as they are easily confused by
directions and spatial information such as left and right.
• Dyspraxia
A person with dyspraxia may mix up words and sentences while talking. There is often a discrepancy
between language comprehension and language production.
• Non-verbal Learning Disorder
Poor motor coordination, visual-spatial organization and/or a lack of social skills may characterize
non-verbal learning disorders.
• Auditory Processing Disorder
A person with an auditory processing disorder intermittently experiences an inability to process
verbal information.

15. Examples of accommodations and assistive technology for students
who have learning disabilities include:
• Audiotaped or videotaped class sessions.
• Books on tape.
• Alternative evaluation methods (e.g., portfolio, oral or video presentations).
• Providing projects or detailed instructions on audiotapes or print copies.
• Computers equipped with speech output, which highlights and reads (via screen
reading software and a speech synthesizer) text on the computer screen.
• Word processing software that includes electronic spelling and grammar
checkers, software with highlighting capabilities, and word prediction software.
• Software to enlarge screen images.
Learning Disabilities

16. • ADHD is a common behavioral disorder that affects an
estimated 8% to 10% of school-age children.
• Kids with ADHD act without thinking, are hyperactive,
and have trouble focusing. They may understand what's
expected of them but have trouble following through
because they can't sit still, pay attention, or attend to
details.
ADHD

17. Studies show that AT can improve certain skill
deficits and increase self-reliance. Children who
struggle in school are often overly dependent on
parents, siblings, friends, and teachers for help
with assignments. By using AT, ADHD students
can achieve success by working independently.
ADDitude,
http://www.additudemag.com/adhd/article/6585.html,
is a great internet source that provides
information on software and gadgets for
students with ADHD.
ADHD

18. • More than one million children in the United States have some form
of hearing loss. It is imperative for educators to understand what a
hearing loss is and how to make necessary adaptations within the
classroom to allow the hearing impaired child to flourish.
• Once educators fully understand the impacts of technology on the
hearing impaired child they will be able to make their classroom
more accessible for all students.
• http://www.ed.uiuc.edu/wp/access/hearing.html is the link to “An
Educator’s Guide to Hearing Disability Issues” which is a great
resource to assist educators with identifying the different types of
hearing disabilities and the assistive technology needed to address the
disabilities.
Hearing Impairment

19. There are tons of online resources available to assist educators with information
regarding assistive technology and accommodations for students with disabilities.
Here is a list of a few:
• EASI Equal Access to Software and Information
http://people.rit.edu/easi/
• ATSTAR
http://www.atstar.org/?gclid=CPjFsc-Mrq4CFbMAQAod-WFQTw
• Exceptional Children Resources at Internet 4 Classrooms
http://www.internet4classrooms.com/assistive_tech.htm
• The National Website for Assistive Technology
http://assistivetech.net/
• TeacherVision
http://www.teachervision.fen.com/assistive-technology/teaching-
methods/3791.html#ixzz1myzYr8N1
• EnableMart
http://www.enablemart.com/
Resources

20. • http://en.wikipedia.org/wiki/Assistive_technology
• http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/
• http://www.ed.uiuc.edu/wp/access/hearing.html
• Lahm, E., & Morrissette, S. (1994, April). Zap 'em with assistive
technology. Paper presented at the annual meeting of The Council for
Exceptional Children, Denver, CO.
• http://standards.gov/assistivetechnology.cfm
References