This document discusses Individualized Education Programs (IEPs) and assistive technology for students with various disabilities. IEPs are developed between teachers and parents to set goals and plans for students throughout the school year. Assistive technology includes devices that assist people with disabilities and the process of selecting them. Examples of assistive technologies discussed are voice recorders, word processors, and talking keyboards to help students with mild learning disabilities or ADHD. The document also discusses technologies like FM systems, infrared systems, and one-to-one communicators that can help students with auditory disabilities hear better in the classroom.

1. Individualized Education Programs and Assistive
Technology

2. Students with Disabilities
 When teaching a new class it is important to recognize
students who have learning disabilities and to provide
the appropriate resources in order for those students
to achieve a great education.
 It is our responsibility as teachers to make sure each of
our students receive the best education possible.

3. Individualized Educations Programs (IEP)
 Students with disabilities may be eligible for special
services called IEPs in public schools, free of charge to
the families.
 Students with disabilities ranging from mild learning
disabilities, ADHD, hearing impairment, vision
impairment, speech or language
impairment, emotional disorders, cognitive
challenges, autism, among many others may be
eligible for IEPs.
 IEPs are programs developed between teachers and
parents who come up with a plan and goal for the
student to complete throughout the school year.

4. Assistive Technology
 Assistive Technology is an umbrella term that
includes assistive, adaptive, and rehabilitative devices
for people with disabilities and also includes the
process used in selecting, locating, and using them.
 The guidelines for service delivery of assistive
technology (AT) are found in the Individuals with
Disabilities Act (IDEA).

5. Students with Mild Learning
Disabilities
 Children with mild general learning disabilities (MLD)
typically have verbal and performance IQ scores in the
50-70 range. They often have significant limitations
both in intellectual functioning and in adaptive
behaviour as expressed in conceptual, social and
practical adaptive skills. Specific cognitive deficits
often exist in such areas as memory, attention or
language.

6. Students with Mild Learning
Disabilities
 An example of “no-tech” assistive technology device
for students with MLDs would be gluing foam pieces
on the corners of books to reduce distractions with
having trouble turning pages.
 A “low-tech” device would be voice recording to make
studying easier.
 Some “high-tech” devices would consist of word
processors to help correct grammar and writing
mechanics, providing online or hard copies of class
notes, or video recording class so students could go
back over what was taught in class.

7. Students with Attention Deficit
Hyperactivity Disorder (ADHD)
 Students with ADHD often have trouble sitting
still, paying attention, or finishing tasks. An estimated
3-5% of children have ADHD, which means in a class
of 25-30 students at least one will have ADHD.
 Assistive technology is a great way to build self-
reliance and developing independent work habits
among students with ADHD.
 Talking computer keyboards, talking computer
programs, screen magnifiers, and word prediction
technology are tools being used by schools to help
students with ADHD.

8. Students with Auditory Disabilities
 Students with auditory disabilities struggle with many
different day-to-day scenarios in the class room such
as, distance between themselves and the sound
source, competing noise in the classroom like peer
chatter or students moving in their desk, the acoustics
in the room not allowing sound to travel strongly or
long enough.

9. Students with Auditory Disabilities
 Personal Frequency Modulator (FM) Systems consist of the
speaker wearing a microphone and the listener wearing a
receiver. This allows the listener to hear everything the
speaker says.
 Much like the FM system the Infrared system using
infrared lights to transmit sound from a microphone to a
receiver.
 One-to-One Communicators allows a listener to give a
speaker a microphone they can speak into. This could be
used if a fellow student asks a question then the student
with the Auditory disability can give them the microphone
to speak into.