This presentation focuses on the need for assistive technology and other resources to support students with mild learning disabilities in reading, writing, auditory processing, and ADHD. It recommends using universal design for learning principles and Gardner's theory of multiple intelligences to incorporate flexible materials, teaching methods, and assessments. Specific assistive technologies are suggested to aid students with auditory disabilities, ADHD, and mild learning disabilities impacting reading and writing. Formative assessments and continual evaluation of instruction are also emphasized to meet the diverse needs of all students.

1. Assistive Technology Needs
Derrick S. Evans
ITEC 7130
Summer 2012

2. As a 3rd grade teacher who has a few students that require
differentiation in instruction, this presentation will focus on the
need for resources to support students. The purpose of this
presentation is identify the resources needed to support
students with a number of mild learning disabilities, including
ADHD, auditory disabilities, and other learning disabilities that
especially impact the areas of reading and writing.

3. In order to successfully teach each child, the instructor must be able to
delivery the course content in ways that will provide the most positive
learning experience for each child. Formative assessments will help
you develop your instruction. Instructors should use the assessment
data to help set teaching goals and monitor student learning.
Continual evaluation of your instruction and student response is
essential. Utilization of the Universal Design for Learning will allow
you to offer flexibility to students by offering a variety of materials,
teaching methods, and assessment options. Reference to Gardner’s
Multiple Intelligences will aid the instructor in developing a variety of
learning tools and will allow students a variety of learning
environments.

4. Universal Design for Learning
• Incorporation of Gardner’s Multiple Intelligences
Individualized Learning Support
• Assistive Technology for Auditory Disabilities
• Support for ADHD Learning Disabilities
• Support for Mild Learning Disabilities that effect Reading and Writing

5. Universal Design for Learning
• Remove barriers to learning by offering flexibility in
materials, teaching methods, and assessment
delivery.
• Integrate technology to provide greatest flexibility to
plan, implement, and assess learning activities.
• Adhere to tenants of Universal Design to develop
instruction and assessment that effectively meets
the diverse needs of students.

6. Gardner’s Multiple Intelligences
• Gardner’s theory that individuals learn in different ways based on
culture and biological influences provides a framework for
incorporating the Universal Deign.
• The seven intelligences identified by Gardner include: Bodily-
Kinesthetic; Interpersonal; Intrapersonal; Linguistic; Logical-
Mathematical; Musical; Naturalistic; and Spatial.
• Incorporating the variety of Learning Intelligences will allow for
reaching the most students in more effective and more in-depth
learning formats.
• Incorporating the Learning Intelligences into your instruction will
allow the instructor to provide Assistive Technology and Non-
Technology Aids to all students, while incorporating the needs of the
students with Learning Disabilities without drawing attention to the
student’s special needs.

7. Individualized Learning Support
• Individualized learning support focuses
instruction on active learning
• Utilizes digital media and communication to
enhance learning opportunities while providing
repetition and varied skill levels
• Allows students to learn with flexible options
that address there specific instructional needs

8. Assistive Technology for Auditory
Disabilities
• Personal Frequency Modulations (FM) Systems
• Infrared Systems
• Induction Loop Systems
• One on One Communicators
• Audio/Visual Aids

9. Support for ADHD Learning Disabilities
• Utilize technology tools
o Word processors /computers
o Video and interactive modules
• Develop rules & routines
• Break down assignments into smaller components with
different delivery styles
• Communication with the parent/guardian through homework
folders and email
• Provide the student with activities that focus on his/her
learning styles and abilities of engagement

10. Support for Mild Learning Disabilities
that effect Reading and Writing
• Technology Tools
o Videotaping class
o Word Processors/Predictors
o Application Software
o Internet Communication
o Multimedia tools
o E-books
• Note Taking – provide online notes for students to refer back
to and to compare with for study purposes
• Classroom Organization – eliminate unnecessary distractions
and resources that will over-stimulate students

11. Supportive Non-Technology Aids
• Reduce the Distance from the Student to the Instructor
• Reduce Background Noise
o Talking / TV Monitors/ Music
o Computers / “tones and chimes”
o Ventilation/Fans / HVAC systems, etc..
o Provide “white” noise to drown out distractions
• Improve Classroom Acoustics
o Install carpet
o Avoid hard walls, or provide “padding” for hard walls
o Standardize classroom procedures and activities to
eliminate noisy areas

12. References
AbilityNet GATE. Global Assistive Technology Encyclopedia (GATE)
Retrieved June 17, 2012 from http://abilitynet.wetpaint.com/
American Speech, Language, Hearing Association. Hearing Assistive Technology (HATS) for
Children. Retrieved June 17,1012 from http://www.asha.org/public/hearing/Hearing-
Assistive-Technology-for-Children/
Behrmann, M., Jerome, M. K. (2002) Assistive Technology for Students with Mild Disabilities:
Update 2002. Retrieved June 17,2012 from http://ericae.net/edo/ed463595.htm
Cennamo, K.S., Ertmer, P.A. & Ross, J.D. (2010). Technology Integration for Meaningful
Classroom Use, A Standard Based Approach. Wadsworth Cengage Learning
North Central Regional Educational Laboratory. Assistive Technology to Meet K–12 Student
Needs. Retrieved June, 17, 2012 from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm
University of Buffalo School of Public Heath & Health Professionals. Assistive Technology
Training Online Project. Retrieved June 17, 2012 from http://atto.buffalo.edu/