The document discusses assistive technology (AT), which refers to devices that help individuals with disabilities function independently. It provides examples of AT tools that aid those with conditions like ADHD, auditory disabilities, and reading/writing difficulties. Low-tech options are also suggested. Developing individualized education plans and conducting proper AT assessments are important for identifying effective solutions and integrating them into the classroom. The overall goal of AT is to support students' educational achievement and independence.

2. WHAT IS ASSISTIVE TECHNOLOGY?
• According to Wikipedia, Assistive
Technology (AT) is a term used and
coined by the Assistive Technology
Act of 1998. The act 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.” (Wikipedia, 2016)
• According to Reading Rockets,
“Assistive technology can increase a
child's self-reliance and sense of
independence. Kids who struggle in
school are often overly dependent
on parents, siblings, friends and
teachers for help with assignments.
By using AT, kids can experience
success with working
independently.” (Reading Rockets,
2016)

3. WHY IS ASSISTIVE TECHNOLOGY (AT)
IMPORTANT?
• The process allows students of all intellectual, physical, and educational
abilities to achieve the goal of learning in the classroom through a variety of
means, devices, and technological advances.
• Makes learning not as cumbersome and is more adaptable for students who
encounter roadblocks beyond the standard level of trouble in comprehension.
• Helps parents and teachers tailor lessons to fit an individual student’s needs,
rather than just solely a one size fits all approach with an Individual
Education Plan (IEP).
• According to Reading Rockets, a project of WETA in Boston, Massachusetts:
“Over the past decade, a number of studies have demonstrated the efficacy of
AT for individuals with LD. 1 AT doesn't cure or eliminate learning difficulties,
but it can help your child reach her potential because it allows her to
capitalize on her strengths and bypass areas of difficulty. For example, a
student who struggles with reading but who has good listening skills might
benefit from listening to audio books.” (Reading Rockets, 2015)

4. WHAT GOES INTO MAKING ASSISTIVE
TECHNOLOGY (AT) POSSIBLE?
• The Individuals with Disabilities Education Act (IDEA) was passed in 1975
by Congress that required schools to serve the needs of students who
have disabilities
• This includes evaluations of students who are suspected of having a disability,
with referrals can come from parents, teachers, or administrators.
• According to Lee, The IDEA Act was, “…designed to protect the rights of
children with disabilities. IDEA ensures students with disabilities have
access to a free and appropriate public education (FAPE), just like all other
children. Schools are required to provide special education in the least
restrictive environment.” (Lee, 2014)
• This includes mainstreaming disabled students when possible
• Parents are able to work directly with teachers to design an Individual
Education Plan (IEP) learning plan for their child that suits their needs, as
well as the educational lesson plan of the teacher

5. WHO AND WHAT DOES AN IEP COVER?
An IEP covers students who have been evaluated to have one or more of the following:
• Autism
• Deaf-blindness
• Deafness
• Emotional disturbance
• Hearing impairment
• Intellectual disability
• Orthopedic impairment
• Other health impairment (including ADHD)
• Specific learning disability (including dyslexia, dyscalculia and dysgraphia, among
others)
• Speech or language impairment
• Traumatic brain injury
• Visual impairment, including blindness
Information derived from Lee, 2014
(https://www.understood.org/en/school-learning/your-childs-
rights/basics-about-childs-rights/how-idea-protects-you-and-
your-child)

6. HOW DOES AN IEP COME TOGETHER?
1. After struggling in the classroom, the school conducts an evaluation to
see if the student indeed does have a disability
2. After that, if the evaluation demonstrates the student does have a
disability, an IEP is developed with parents and teachers and school
disability resource teams. The IEP will put in writing the goals of the
student, the disability the student has, and how the school will provide
services and support to the student.
3. The IEP is reviewed annually to make improvements, updates, or
address any concerns from the student, the parent, or teacher in
attaining goals and ensuring that progress is made.
4. IEP’s are free of charge, are legally binding, and are used in
collaboration with assistive technology either in a standard classroom
or a special classroom, depending on the needs of the student.
Information derived from Lee, 2014
(https://www.understood.org/en/school-learning/your-childs-
rights/basics-about-childs-rights/how-idea-protects-you-and-
your-child)

7. HOW TO SELECT A QUALITY ASSISTIVE
TECHNOLOGY (AT) TOOL
TechPotential mentions the five phases of conducting a quality assistive technology
assessment
1. Defining the problem and consider assistive technology
1. What is it the student needs to do but can’t accomplish? Could AT tools help?
2. Gather relevant data
1. Define what the student needs are. Look for strengths, weaknesses, educational objectives in
the lesson plans, and barriers to student achievement. Work with the student directly, parents, as
well as classroom observations to see what works and what doesn’t
3. Generate potential solutions
1. Based on the data findings, identify support services, tools, and technologies that could
accomplish goals like classroom participation, or help disabled students achieve success
4. Conduct trials
1. Develop and implement trails of AT technologies and strategies in the classroom in collaboration
with school district staff, other teachers, and administrators. This process validates the true
impact on student performance with measurable data and experiences to draw from. Pick the
feature, not the product.
5. Integrate effective AT tools and strategies in the classroom
1.Analyze the results and put into practice what was proven to be successful in the trials. Develop a
plan to ensure success for students with learning disabilities with the AT aids.
Information gathered from
http://www.techpotential.net/assessment

8. EXAMPLES OF AT TOOLS FOR ADHD STUDENTS
According to Lisa Nielsen, here are some tools
that could work for students who suffer from
Attention Deficit Hyperactivity Disorder (ADHS)
• Talking Calculators
• Hand-held planners with touch screen
technology
• Kidspiration software to help with thought-
bubble organizations and outlines
• Invisible Clock to send vibrations at various
intervals to keep ADHD students focused and
on-task
• Videotaped social skills to aid in appropriate
social engagement and development
Information gathered from
http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-
technologies.html

9. EXAMPLES OF AT TOOLS FOR STUDENTS WITH
AUDITORY DISABILITIES
• Personal FM system to transmit from
instructor’s microphone to the
students ear
• Communication Access Real-time
Translation (CART) allows instructor
to type what is being said into a
screen on student’s laptop,
computer or tablet practically
allowing real-time subtitling for
audio impaired students
• Personal amplifiers and hearing aids
• PowerPoint presentations
Information gathered from
http://theinnovativeeducator.blogspot.com/2011/09/25-
incredible-assistive-technologies.html

10. EXAMPLES OF READING AND WRITING AT
TOOLS FOR STUDENTS
• Phonetic spelling software- Helps
sound out and actually break
down words into syllables for
students with learning disabilities
such as dyslexia
• Word prediction software- Can
help a student with the use of an
iPhone, iPad, or laptop learn how
to spell the word with the aid of
predicting how a word is
supposed to be spelled versus
how the student thinks it is
spelled
• Contrast Aids- Using a variety of
colors, highlighters, and
backgrounds and texts to aid in
retention and comprehension for
the student

11. LOW-TECH AT EXAMPLES
The Learning Disabilities Association of America suggests some low-tech
options could work as assistive technologies, since technology may be
frustrating to some students---especially if they don’t understand how to use it
• Direct Instruction
• Breaking learning into smaller steps
• Using diagrams and pictures to visually show what is trying to be taught
• Focus on individualized achievement with progress encouragement
• Provide prompts to students of strategies to employ and use
• Employing a sequential step-by-step approach to students mastering a
subject or content area

12. CONCLUSION
• The State of Georgia sponsors assistive technology projects through the
Georgia Project for Assistive Technology (GPAT), which provides support
to schools across the state in an effort to provide assistive technology in
accordance with the IDEA act.
• Teachers use this resource to provide quality support, assistance, and
outreach to students who exhibit learning disabilities
• According to their website, “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.
• www.gpat.org

13. REFERENCES
Assistive technology - Wikipedia, the free encyclopedia. (2016). Retrieved June 10, 2016,
from
https://en.wikipedia.org/wiki/Assistive_technology#Assistive_technology_in_education
Assistive Technology Acts - Wikipedia, the free encyclopedia. (2016). Retrieved June 10,
2016, from https://en.wikipedia.org/wiki/Assistive_Technology_Acts
Haven, S. (2016). Assistive Technology Assessment - Finding the Right Tools |. Retrieved
from http://www.techpotential.net/assessment
Learning Disabilities of America. (2015). Successful Low-Tech Strategies for Teaching
Students with Learning Disabilities. Retrieved from http://ldaamerica.org/successful-
strategies-for-teaching-students-with-learning-disabilities/
Lee, A. M. (2014, April 11). What Is the Individuals With Disabilities Education Act (IDEA)? -
Understood. Retrieved from https://www.understood.org/en/school-learning/your-childs-
rights/basics-about-childs-rights/how-idea-protects-you-and-your-child
Nielsen, L. (2011, September 5). The Innovative Educator: 25 Incredible Assistive
Technologies. Retrieved from http://theinnovativeeducator.blogspot.com/2011/09/25-
incredible-assistive-technologies.html
Stanberry, K., & Raskind, M. (2009). Assistive Technology for Kids with Learning Disabilities:
An Overview | Reading Rockets. Retrieved from
http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-
overview