This document discusses how assistive technology can help special needs students in 7 key ways: 1) organization, 2) note-taking, 3) writing assistance, 4) productivity, 5) access to reference materials, 6) cognitive assistance, and 7) material modification. It provides examples of both high-tech and low-tech tools that can aid students with disabilities in areas like structuring ideas, taking notes, writing, calculating, finding information, reading materials, and customizing instruction. The document emphasizes that while some assistive technology can be expensive, low-cost adaptations can also be effective.

1. Using Technology to help
Special Needs Students
TEACHERS to Used by:
develop
STUDENTS to
monitor
access information and
provide instructions
engage in learning
incorporate Universal
design
•P.L. 100-407, 1988 (Tech Act) was designed to enhance the availability and quality of
assistive technology (AT) devices and services
The Tech Act defines AT devices as any item, piece of equipment, or product system that is
used to increase, maintain, or improve functional capabilities of individuals with disabilities.
 Seven ways assistive technology can be applied to the classroom 
1 -- Organization
Graphic organizers visually assist students in developing and structuring ideas
High technology Low technology
the outline function of word processing Autoshapes and Diagram
software –both Outline View and Flow charting
Outlining in Print View. task analysis
webbing or networking ideas
outlining
2 -- Note taking
High technology Low technology
OCR-optical character recognition software which can scan - Provide copies
typewritten material and transform it into computer-readable text of structured
Microsoft Tools => Imaging and Scanning outlines for
students to use
notes can be read by a voice synthesizer- Speech function in filling in
use micro-cassette recorders Insert Sound & Verbal information
Comments Outline View and
Video taping class (be careful not to include faces of students in Outline
class) features
→for visual learners
→for students who are absent a lot
Take notes on a laptop computer – (Most kids don’t type fast
enough to take notes in a class. )
(a portable keyboard is less expensive)

2. 3 -- Writing Assistance
Word processing may be the most important application of assistive technology for students
with mild disabilities.
Many have difficulty in the language arts, specifically in writing.
Word processing software enables students to put ideas on paper without the barriers imposed
by paper and pencil.
Writing barriers for students with mild disabilities include Mechanics
Process
Motivation
Mechanics help
Grammar/spellcheckers
Dictionaries
Thesaurus programs
Speech to Text
On screen keyboard
Handwriting recognition
Processing help- (AutoText, AutoCorrect, Grammar/Spellcheck, Synonyms)
Word prediction software aids in the processing of written materials-
Helps with word recall
Spelling
Definitions or synonyms
By providing several choices
Text to Speech
Organizational/ Diagramming charts
Motivation
Computer editing reduces or eliminates legibility problems. The final copy is neat and
legible. (Handwriting recognition.)
Desktop-publishing & Multimedia provides students the means and the motivation to
generate new and more complex ideas.
Varieties of fonts and styles, customize writing, highlight important features.
Graphic images, drawings, and even video & audio provide interest or highlight ideas.
4 -- Productivity
Assistive productivity tools can be hardware-based, software-based, or both.
Hardware software
Calculators----hand held Spreadsheets, databases, graphics, tables,
Calculator----- on a computer charts, diagrams - software also offer
PDAs------------ small, portable productivity tools enabling students to work on
devices called personal digital subjects that may require:
assistants calculating
categorizing
grouping
predicting events

3. 5 -- Access to Reference Materials
Telecommunications and multimedia are providing new learning tools for the students.
Multimedia-based tools make information more accessible.
Charts, pictures, animations, audio, and video in reference-based software can be used to
address a wide variety of learning styles
Sources:
Teacher generated --------PowerPoints, modified word documents
Commercially Prepared:--tutorials and reference material-Research feature
The Internet -----------------electronic encyclopedias, library references, museum
sites and online publications from NASA and other organization home pages
Access to the Internet offers: These experiences should be structured
Motivation The Internet is complex.
Resources It is easy to get distracted or lost.
There is inappropriate material on the WWW.
6 -- Cognitive assistance
Application program software is available for instructing students through:
tutorials
drill and practice
problem-solving
simulations
Programs to read written material:
Reads pages of the book – Speech options
Highlights the words as they are read-Highlighting tool
Can pronounce the syllables
Give the definition of a word - Research options include a dictionary
When the student clicks on a picture, a label appears. A verbal pronunciation of the label is
offered when the student clicks the mouse again. (Sound options, Verbal comments)
Available in both English and Spanish (Translation features)
7 -- Material Modification
Special educators can customize instructional materials to meet the varied needs of students
with disabilities to provide learning tools that students can use to balance weak areas of
learning with strong areas.
These modifications may mean
using materials and devices
modify computer-based instructional materials by
-----incorporating video, pictures, animation, and text
-----boldfacing, underlining, highlighting (shading, coloring), resizing,
-----limiting amount of text seen at once
adapting skill sequences
providing personal assistance
adapting rules
adapting the physical environment

4. Final Note: While many people assume that assistive technology is expensive, low-tech
adaptations can be effective and affordable.
General Design Considerations
Uncluttered Screens
One to two main points per screen.
Use short sentences and define difficult vocabulary.
Provide a lot of examples that the student can relate to coming from the students life.
Examples should be “authentic” to the real world life of the student.
References
•Behrmann, Michael, “ED378755 Jan 95, Assistive Technology for Students with Mild
Disabilities”, ERIC Digest E529, pp 1-4.
http://www.ed.gov/databases/ERIC_Digests/ed378755.htm
ERIC Digests are in the public domain and may be freely reproduced and disseminated.