The document discusses the process of evaluating students for disabilities and assistive technology needs. It explains that an evaluation team assesses students' needs and creates an Individualized Education Program (IEP) to outline goals and services. It also defines assistive technology as any item that helps individuals with disabilities increase their functional abilities. Examples of assistive technology are provided, such as reading guides, enlarged keyboard keys, FM listening systems, and speech recognition software. The document aims to provide information on assistive technology assessments and the types of devices available to support students with disabilities.

1. SammieVanLandingham

2.  Referral/Evaluation
 Generally this process is initiated by the student’s teacher,
parent, or doctor who notices an issue.
 A team is then brought together to conduct and evaluation to
determine if the student has a disability and if it qualifies for
services.
 IEP – Individualized Educational Program
 If services are found to be needed to help the student after the
evaluation, the parents and team members will set annual goals
for the student as well as outline the services that will be
needed.
 While some students will need to be placed in specialized
classes, most times the services can be conducted in
regular classrooms (KidsHealth, 2014).

3.  Definition:
 “…any item, piece of equipment, or product
system, whether acquired off the shelf, modified,
or customized, that is used to increase, maintain,
or improve the functional capabilities of
individuals with disabilities” (Behrmann & Jerome,
2002).

4.  Categories
 No-technology or “no-tech”
▪ Device is not electronic
 Low-technology or “low-tech”
▪ Device is electronic but not “highly sophisticated”
 High-technology or “high-tech”
▪ Device is complex and multifunctional technology
(Behrmann & Jerome, 2002)

5.  There are six steps for choosing assistive technology
for someone:
1. Collect information on the student.
2. Generate possible activities.
3. Decide on desired outcomes.
4. “Brainstorm” possible solutions – what assistive
technology will be used?
5. Begin assistive technology activities and record
observations.
6. Analyze what worked and what may need to be changed
(National Center forTechnology Innovation and Center
for ImplementingTechnology in Education, n.d.).

6.  Types of Devices
 Access & Environmental Controls
▪ Ex. Special keyboards and mice
 Aids to Daily Living
▪ Ex. Modified utensils
 Assistive Listening
▪ Ex. Hearing aids and captions onTV and videos
 Augmentive/Alternative Communication
▪ Ex. Picture boards and communication software
 Computer-Based Instruction
▪ Ex. Software to aid with learning difficulties
 Mobility
▪ Ex. Wheelchair
 Positioning
▪ Ex. Adjustable chair and seat cushions
 VisualAid
▪ Ex. large-print books and talking computer software (PBSParents, n.d.)

7.  For a student who has difficulties with focusing,
a reading guide can be used to help them focus
on what they are reading line by line (Morin,
2014).
 Zoom caps are stickers with enlarged letter,
numbers, and symbols that can be placed on
keyboard keys for students with vision
impairments (Special EducationTechnology
British Columbia, n.d.)
 For student with issues of attention and
focusing, allowing a student to complete exams
in a quiet room may help.

8.  A student who is hard of hearing may find any
FM listening system beneficial as it transmits the
speakers voice from the microphone to the
speaker in the students ear. It may also be of
help to students with attention issues (Stanberry
& Raskind, 2009).
 A tape recorder is optimal for students who have
listening or memory issues as they are able to go
back and relisten to the information. It is also
helpful to those with vision impairment
(Stanberry & Raskind, 2009).

9.  Speech recognition software that allows a
student to talk and the computer types is
useful for students who think too fast to write
everything down (Stanberry & Raskind,
2009).
 Audio Books and files are beneficial for those
that struggle with reading. It is also useful for
those who are blind or vision impaired
(Stanberry & Raskind, 2009).

10.  Behrmann, M., Jerome, M. K. (2002). Assistive technology for students with mild disabilities.
Retrieved from http://www.ericdigests.org/2003-1/assistive.htm
 KidsHealth. (n.d.) Individualized educational programs (IEPs). Retrieved from
http://kidshealth.org/parent/positive/learning/iep.html#
 Morin, A. (2014). 8 examples of assistive technology and adaptive tools. Retrieved from
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-
basics/8-examples-of-assistive-technology-and-adaptive-tools#slide-4
 National Center forTechnology Innovation and Center for ImplementingTechnology in Education
(CITEd), (n.d.). Help for young learners: How to choose AT? Retrieved from
http://www.ldonline.org/article/8088
 PBSParents. (n.d.). Assistive technology devices. Retrieved from
http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-
disabilities/assistive-technology-devices/
 Special EducationTechnology British Columbia. (n.d.). Assistive technology equipment examples
and descriptions. Retrieved from https://www.setbc.org/download/fnesc_fnsa_set/Assistive-
Technology-Equipment-Examples.pdf
 Stanberry, K., Raskind, M. H. (2009). Assistive technology for kids with learning disabilities: An
overview. Retrieved from http://www.readingrockets.org/article/assistive-technology-kids-
learning-disabilities-overview