This document provides an overview of assistive technology and its uses for students with special needs. It discusses the Individuals with Disabilities Education Act that requires schools to provide assistive technologies. Common assistive technologies include hearing assistive devices, speech recognition software, and refreshable braille displays. The document also outlines the process for choosing assistive technologies and developing individualized education programs with appropriate technologies. Examples of technologies that can help with tasks like note-taking, writing, and academic productivity are provided for students with mild disabilities.

1. Assistive Technology
An overview about working with students who
have special needs and the resources than help
enhance their educational experience.

2. Students with Special Needs
O In 1975, the Individual with Disabilities Education
Act (IDEA) emerged. The act mandates the
provision of free and appropriate public education
for kids with disabilities (The Condition of
Education, 2014).
O By 2011-2012 the number of students with special
needs that were receiving appropriate public
education were around 6.4 million which was
about 13% of the total public school population
(The Condition of Education, 2014).

3. Special Needs
What students fall into this category?
O Students that have ADHD, blindness,
deafness, brain injures, physical injuries,
Autism, Autistic Spectrum Disorders, and
learning/behavioral disabilities along with
many more (Working with Students with
Disabilities, 2013).

4. IEP
O Students that qualify for special disability services
are given an individualized education program
(IEP) (Individualized Education Programs, 2014).
This program is a laid out developmental plan to
help students succeed in school. Parents,
teachers, therapist, and specialist help to develop
an appropriate plan for each child and sometimes
these plans include using assistive technology to
assist in the success of students educational
learning.

5. What is Assistive technology?
O Assistive technology refers to any item, piece of
equipment, or product system, whether acquired
commercially, modified, or customized, that is used
to increase, maintain, or improve functional
capabilities of individuals with disabilities (Assistive
Technology, 2014) .

6. Choosing Assistive Technology
Six steps to finding a solution
Identifying AT solutions to support a child’s participation is best done as a team process. By first examining the interests,
abilities and needs of a child and the specific components of the activity where support for participation is indicated, AT
solutions can be planned and implemented and the impact can be observed immediately. A six-step process defined
below is one example of a framework for AT decision making for young children.
Step 1: Collect child and family information. Begin the discussion about the child’s strengths, abilities, preferences and
needs. What strategies have been found to work best?
Step 2: Identify activities for participation. Discuss the various activities within the environments that a child encounters
throughout the day. What is preventing him/her from participating more?
Step 3: What can be observed that indicates the intervention is successful? What is his/her current level of participation
and what observable behaviors will reflect an increase in independent interactions? What changes (e.g., number of
initiations, expression attempts, responses, reactions, etc.) will you look for?
Step 4: Brainstorm AT solutions. With the activity and desired outcomes established, you are now ready to discuss
possible solutions with educators, family members, physical therapist, and other people with whom the child interacts on a
weekly basis. Do the child’s needs include supports for movement, communication and/or use of materials? Start with
what is available in the environment (what other children use) and consider adaptations to those materials. A range of
options that address specific support areas should be considered.
*The TAM Technology Fan, a new resource focused on identifying AT items for young children with disabilities, helps to
facilitate this step. See below for more information.
Step 5: Try it out. Determine when the AT intervention will begin and create an observation plan to record how the child
participates with the AT supports.
Step 6: Identify what worked. Selecting AT interventions is a continuous learning opportunity. Reflect on your plan and
discuss what worked. What didn’t work? What should be done differently? Make modifications as needed and try again.
Only by trying the AT can certain factors such as technology placement, amount of force, mounting, number of choices,
etc. be determined and adjusted (Help for Young Learners: How to Choose AT?, 2010).

7. Overview
Assistive technology is a term used to describe any device or service that
increases, maintains, or improves the functional performance of an individual
with a disability. Because of AT’s immense potential benefits, federal law
requires that it be considered when developing an IEP for every student with a
disability. Recognizing the need for assistive technology involves (1)
acknowledging a performance problem and (2) acting on a desire to improve
that performance. After appropriate AT devices have been identified, services
in the form of training and support may be required. In addition, the student’s
use of the assistive technology should be evaluated to determine whether
(Assistive Technology: An Overview, 2014):
 The AT is working adequately
 Additional training is needed
 Product adaptation is necessary
 A new device should be identified
 Once appropriate AT devices are in place, it is critical for the team to continue regularly
monitoring the student’s progress to ensure that he or she receives the support needed
to complete new tasks more effectively, efficiently, and independently.
Resourceful Overview of AT:
http://iris.peabody.vanderbilt.edu/module/at/cwrap/#content

8. Types of Technology
Mild Disabilities
Low-tech solutions include teaching students to organize their thoughts or work
using flow-charting, task analysis, webbing, and outlining. These strategies can
also be accomplished using high-tech, graphic, software-based organizers to
assist students in developing and structuring ideas (Assistive Technology for
Students with Mild Disabilities, 2002).
NOTE TAKING
O A simple, no-tech approach to note taking is for the teacher to provide copies
of structured outlines in which students fill in information. Low- and high-tech
methods include
O * Videotaping class sessions for visual learners or those who are unable to
attend class for extended periods of time.
O * Sending web-cam photography across the Internet to allow students to see
and hear what is happening in class (for students who are unable to attend
class).
O * Sending class notes or presentations to students via e-mail.
O * Translating print-based notes to voice by using optical character recognition
(OCR) software with a voice synthesizer.
O * Using notebook computers, personal digital assistants (PDAs), or portable
word processing keyboards to help students with the mechanics of note
taking.

9. Types of Technology
WRITING
Mild Disabilities
O Word processing may be the most important application of assistive technology for students
with mild disabilities. Writing barriers for students with mild disabilities include
O Mechanics: spelling, grammar, and punctuation errors.
O Process: generating ideas, organizing, drafting, editing, revising, and producing a neat, clear
final copy.
O Motivation: interest in writing.
O Grammar and spell-checkers, dictionaries, and thesaurus programs assist in the mechanics of
writing. Macros are available that will insert an entire phrase with the touch of a single key.
Word prediction software helps students recall or spell words.
O During the writing process, word processors allow teachers to make suggestions on the
student's disk. If computers are networked, students can read each other's work and make
recommendations for revision. Computer editing also reduces or eliminates problems such as
multiple erasures, torn papers, and poor handwriting. The final copy is neat and legible.
O Motivation is often increased through the desktop publishing and multimedia capabilities of
computers. A variety of fonts and styles allow students to customize their writing and highlight
important features. Graphic images, drawings, video, and audio can provide interest or highlight
ideas. Multimedia gives the student the means and the motivation to generate new and more
complex ideas. For early writers, there are programs that allow students to write with pictures or
symbols as well as text. In some of these programs, the student selects a series of pictures to
represent an idea, then the pictures are transformed to words that can be read by a synthesizer
and then edited. (Assistive Technology for Students with Mild Disabilities, 2002)

10. Types of Technology
Mild Disabilities
ACADEMIC PRODUCTIVITY
O Tools that assist productivity can be hardware-based,
software-based, or both. Calculators, for example, can
be separate, multifunction devices or part of a
computer's software. Spreadsheets, databases, and
graphics software enhance productivity in calculating,
categorizing, grouping, and predicting events. The
Internet, computers, and PDAs can also aid productivity
in note taking, obtaining assignments, accessing
reference material and help from experts, and
communicating with peers. Instead of relying on the
telephone, students are increasingly sharing documents,
using instant messaging, and transferring documents to
each other as e-mail attachments (Assistive Technology
for Students with Mild Disabilities, 2002) .

11. Hearing Assistive Technology
What are hearing assistive technology
systems (HATS)?
O Hearing assistive technology systems (HATS) are
devices that can help you function better in your day-to-day
communication situations. HATS can be used with
or without hearing aids or cochlear implants to make
hearing easier—and thereby reduce stress and fatigue.
Hearing aids + HATS = better listening and better
communication! (Hearing Assistive Technology, 2014)

12. Hearing Assistive Technology
Challenging hearing Environments
(Hearing Assistive Technology, 2014)
O Distance between the listener and the sound source: The farther away you are from a
speaker, of course, the harder it is to hear the speaker. This is because the intensity, or
loudness, of a sound fades rapidly as it travels over distance. So, while you may have no
difficulty hearing someone in close range, you may have considerable difficulty hearing the
same person across the room.
O Competing noise in the environment: Most rooms have background noise that competes
with the spoken message or sound we want to hear. Examples of background noise include
ventilation systems, others talking, paper shuffling, computers, radios, TVs, outside traffic or
construction, and activities in adjacent rooms. Background noise can make hearing very
challenging. For optimum hearing, speech should be at least 20–25 decibels (dB) louder than
any competing noise. This is called the signal-to-noise ratio, or S/N ratio.
O Poor room acoustics/reverberation: A room’s acoustics are the quality of sound maintained
in the room, and they can affect your ability to hear effectively. Sound waves bounce off hard
surfaces like windows, walls, and hard floors. This creates sound reflections and echoes
(called “reverberation”). The result of excess reverberation is distorted speech. Large gyms,
cathedrals, and open marble lobbies quickly come to mind when we think about reverberation.
Reverberation also can occur in smaller spaces such as classrooms. We’ve all experienced
how much easier it is to hear in rooms that are carpeted and have upholstered furniture (which
absorbs noise) than in empty rooms with tile or cement floors.

13. Hearing Assistive Technology
Personal frequency modulation (FM) systems are like miniature radio
stations operating on special frequencies. The personal FM system consists of a
transmitter microphone used by the speaker (such as the teacher in the classroom, or
the speaker at a lecture) and a receiver used by you, the listener. The receiver
transmits the sound to your ears or, if you wear a hearing aid, directly to the hearing
aid.
O Personal FM systems are useful in a variety of situations, such as in a classroom
lecture, in a restaurant, in a sales meeting, or in a nursing home or senior center.
O FM systems are also used in theaters, places of worship, museums, public meeting
places, corporate conference rooms, convention centers, and other large areas for
gathering. In these situations, the microphone/transmitter is built into the overall
sound system. You are provided with an FM receiver that can connect to your
hearing aid or cochlear implant. The receiver can also connect to a headset if you
don’t wear a hearing aid.
Infrared systems are often used in the home with TV sets, but, like FM
systems, they can also be used in large settings like theaters.
O With an infrared system, sound from the TV is transmitted using
infrared light waves. This sound is transmitted to your receiver, which
you can adjust to your desired volume. The TV can be set to a volume
comfortable for any other viewers with normal hearing. Thus, TV
watching as a family becomes pleasurable for all.
(Hearing Assistive Technology, 2014)

14. Hearing Assistive Technology
Induction loop systems are most common in large group areas. They
can also be purchased for individual use.
O Induction loop systems work with hearing aids. An induction loop wire
is permanently installed (typically under a carpet or in the ceiling) and
connects to a microphone used by a speaker. The person talking into
the microphone generates a current in the wire, which creates an
electromagnetic field in the room. When you switch your hearing aid to
the “T” (telecoil/telephone) setting, you are hearing aid telecoil picks
up the electromagnetic signal. You can then adjust the volume of the
signal through your hearing aid.
There are many other HATS available, such as:
O Telephone amplifying devices for cordless, cell, digital, and wired
phones
O Amplified answering machines
O Amplified telephones with different frequency responses
O Loud doorbells
O Computers
O Wake-up alarms (loud bell or vibrating clock)
(Hearing Assistive Technology, 2014)

15. Examples of Products
(AT Examples, 2014)
Voice Recognition
Software
Refreshable Braille
Displays
O Use your voice to control everything.
Speech-to-Text software and apps for
individuals who are physically unable to
access a computer, or may have a learning
disability or print disability. Speech
recognition can be utilized to access all
features of a computer- reading, navigating,
typing, research, sending email and texts,
completing work, etc. It can also be used for
environmental controls in one’s home
environment, for lights, television,
music, appliances, etc. Speech recognition
can also support individuals who may
struggle with spelling and grammar. (FREE
Speech to Text Options are available as
Chrome Apps).
O utilized by individuals who are Blind
and Read Braille. Access all
information on the computer, iPad,
or iphone by connecting to a
refreshable Braille display, and
having instant, real-time, refreshing
Braille to access the information that
is presented. Refreshable
Braille displays offer access to the
internet, software, documents,
research, email, texting, textbooks,
assignments or work,
ebooks, iphones, iPads, apps and
more in real-time braille to read.

16. Georgia Project for
Assistive Technology
O The Georgia Project for Assistive Technology (GPAT), a unit
of the Georgia Department of Education, supports local
school systems in their efforts to provide assistive
technology devices and services to students with
disabilities. Funded since 1991, GPAT has focused on
building local assistive technology resources by providing
quality professional learning and technical support services.
O The mission of GPAT is to improve student achievement,
productivity, independence and inclusion by enhancing
educator knowledge of assistive technology and increasing
student access to appropriate assistive technology devices
and services.
(Georgia Project for Assistive Technology, 2014)

17. Reference List
 Assistive Technology. (2014). Retrieved 10 2014, from Wikipedia:
http://en.wikipedia.org/wiki/Assistive_technology
 Assistive Technology for Students with Mild Disabilities. (2002, 1). Retrieved 10 2014,
from Ericdigest.org: http://www.ericdigests.org/2003-1/assistive.htm
 Assitive Technology: An Overview. (2014). Retrieved 10 2014, from The Iris Center:
http://iris.peabody.vanderbilt.edu/module/at/cwrap/#content
 AT Examples. (2014). Retrieved 10 2014, from Assistive Technology for Education:
http://assistivetechnologyforeducation.com/examples-of-assistive-technology/
 Georgia Project for Assistive Technology. (2014). Retrieved 10 2014, from Georgia
Department of Education: http://www.gpat.org/Georgia-Project-for-Assistive-
Technology/Pages/default.aspx
 Hearing Assistive Technology. (2014). Retrieved 10 2014, from American Speech
Language Hearing Association:
http://www.asha.org/public/hearing/treatment/assist_tech.htm
 Help for Young Learners: How to Choose AT? (2010). Retrieved 10 2014, from LD
online: http://www.ldonline.org/article/8088

18. Reference List
 Individualed Education Programs. (2014). Retrieved 10 2014, from KidsHealth:
http://kidshealth.org/parent/positive/learning/iep.html#
 The Condition of Education. (2014, 1). Retrieved 10 2014, from Institute of Education
Sciences: http://nces.ed.gov/programs/coe/indicator_cgg.asp
 Working with Students with Disabilites. (2013). Retrieved 10 2014, from
DsiabledTravelers.com: http://www.disabledtravelers.com/working-with-students.htm