The presentation discusses assistive technology for students with special needs. It defines assistive technology as tools used by individuals with disabilities to perform functions that may otherwise be difficult. The presentation outlines technologies that can help different types of students, including those with ADHD, auditory disabilities, and mild disabilities. It suggests technologies like computer software, brain training games, voice recognition software and screen magnifiers for ADHD students, and notes strategies like simplifying instructions and providing written notes for auditory disabled students. The presentation emphasizes the importance of understanding student needs, finding the right technology to meet those needs, and sharing findings with others.

1. ASSISTIVE TECHNOLOGY
PRESENTATION
Jabal M. Moss (J. Moss)
October 5, 2013
ITEC 7530
Dr. K. Paytner

2. Overview
The modern educator is faced with many
challenges today when it comes to educating the
students that we come in contact with. This
presentation is to focus on the students who need
help with special needs in the classroom. In higher
education, it is referred to as accommodations. I
plan to give you outlets to use that will help you
provide excellent education for those students
with special needs in your classrooms and in your
colleges.

3. ASSISTIVE
TECHNOLOGY
DEFINITION:
According to the University of
Washington, assistive technology is
technology used by individuals with
disabilities in order to perform
functions that might otherwise be
difficult or impossible. Assistive
technology can include mobility devices
such as walkers and wheelchairs, as
well as hardware, software, and
peripherals that assist people with
disabilities in accessing computers or
other information technologies.
Source: The National Center on Accessible
Information Technology in Education, 2013.
www.washington.edu/accessit/articles?109

4. The Need for Assistive Technology
In K-12 Education
• To understand the
implementation of
Individualized Education
Programs (IEP’s)
• To align your teaching styles
and plans to the curriculum
from the Tech Act and IDEA
Act.
• To efficiently be effective in
educating all students with
disabilities through technology
in a society focused on
change.
In Higher Education
• To effectively reach the
estimated 11% of
undergraduate and 7% of
graduate students who report
having a disability.
• To allow for students who
have “hidden” or cognitive
disabilities to feel comfortable.
• To be in accordance with the
Individuals with Disabilities Act
of 2004.

5. MEETING THE SPECIFIC NEEDS
There are many needs that need to be met when it comes to
educating students with disabilities. Therefore, it is
imperative to do research on technologies that will help you
educate the holistic need of a student with a certain
disability. The next few slides will demonstrate the assistive
technologies that are available for all students, regardless of
educational grade and status. The objective for the educator
is to be able to use each technology resource in the
classroom and aid the student in the process of knowing
how to use it as well.

6. The ADHD Student:
 Computer Software: The purpose
of these are to develop the
reading, writing and math
functions of the student
 Brain Training: Printouts,
 Brain Games: Hand held, On-line
computer games
 Voice Recognition Software
 Talking Computer Keyboards
 E Dictionary
 Children’s Talking Calculator
 Screen Magnifiers
To the right are
several beneficial
tools to help
students learn who
suffer from ADHD.

7. Auditory Disabled Student Learner:
Children with auditory processing disorder often have trouble
when there is a great deal of noise in the background, so teachers
should work to create an environment with as few auditory
distractions as possible. Children with auditory processing disorder
should be seated somewhere near where instruction is being
delivered. Verbal directions should be simplified and clarified as
needed and many students respond well to written instructions
and other visual cues in conjunction with verbal directions. Asking
a student to repeat or paraphrase the directions after they have
been delivered is another way to ensure that the student has
heard properly.

8. Mild Disability Learners:
 The teacher can become creative for the mild
disability learner.
 Note-Taking: A simple, no-tech approach to note
taking is for the teacher to provide copies of
structured outlines in which students fill in
information.
 Writing: Word processing maybe the most
important application of assistive learning for
students with mild disabilities.

9. Summary
• Define your challenges
– Understand that each student with disabilities must
be met and taught differently.
• Set realistic expectation
– See which assistive technology program works best
with each student and measure their outcomes
• Keep your eye on the goal
– Share your findings with administrators, faculty and
others who can benefit from your learning.

10. References
ADHD Brain. (2012). Assistive Technology for ADHD. Retrieved from
www.adhd-brain.com/assistive-technology-for-adhd.html
Asselin, Susan B. Assistive Technology in Higher Education. Technology Integration
in Higher Education. Retrieved from
www.igi-global.com/chapter/assistive-technology-higher-education/51458
Behrmann, Michael and Jerome, Marci Kinas. (2002). Assistive Technology for
Students with Mild Disabilities. Retrieved from
www.ericdigests.org/2003-1/assistive.htm
Strategies for Teaching Students with Auditory Processing Disorder. (2010).
Retrieved from
http://voices.yahoo.com/strategies-teaching-students-auditory-
processing-6822736.html?cat=4
The National Center on Accessible Information Technology in Education. (2013).
What is assistive technology? University of Washington. Retrieved from
http://www.washington.edu/accessit/articles?109