Assistive Technology Assignment


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Assistive Technology Assignment

  1. 1. Assistive Technology
  2. 2. What is it?  Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. (U.S. Department, 2014)
  3. 3. How can a student use AT in the school setting?  Communication  Perform academic tasks  Participate in social and extracurricular activities  Move or travel around the school  Use proper seating and positioning  Access materials (The Family Center, n.d)
  4. 4. The Law and AT? According to IDEA 2004;  Each public agency must ensure that assistive technology devices or assistive technology services, or both are made available to a child with a disability if required as a part of the child's special education, related services, supplementary aids/services and on a case by case basis in order to receive a free and public education.  (U.S. Department, 2014)
  5. 5. Types of AT  Low-tech Examples  pencil grips  specialty paper  highlighting pens and tape  planners  Adapted textbooks  Calculators  word processors, dictionaries and spell checkers during examinations (Technical, n.d.)
  6. 6. Types of AT (cont’d) Mid to Hi-tech Examples  tape recorders  talking calculators  portable keyboards  Augmentative Communication Devices (AAC)  reading systems that use a computer, scanner, and software to read scanned book pages out loud (see section on Reading and Optical Character Recognition)  speech recognition software that allows a computer to operate by speaking to it (see section on Writing and Spelling) (Technical, n.d.)
  7. 7. Hearing Impaired AT  FM systems (American Speech and Hearing Association, 2013) (Lightspeed Technologies, 2013)
  8. 8. Hearing Impaired AT  FM system  Miniature radio stations operating on special frequencies  Uses a microphone worn by the teacher and a receiver either connected directly to a hearing aid or to speakers positioned by he student. (American Speech and Hearing Association, 2013)
  9. 9. Visually Impaired AT (Nichols, n.d.)
  10. 10. Visually Impaired AT  CCTV-A closed-circuit television (CCTV) system uses a stand-mounted or handheld video camera to project a magnified image onto a video monitor or a television (TV) screen" provide enlarged image of material under camera; magnification range of 2X to 60X. (Low Vision Center, 2014)
  11. 11. Learning Disability AT (Rojas, 2014)
  12. 12. Learning Disability AT A portable word processor is lightweight device that is easy to transport (e.g., from classroom to home). It can be helpful to kids who may have trouble writing by hand and prefer to use a keyboard. Word processing allows the user to edit and correct his written work more efficiently than doing so by hand. (Sprayberry & Raskind, 2010)
  13. 13. Physical Disability AT (Assistive Technology, n.d)
  14. 14. Physical Disability AT  Switch Access – For Individuals with limited physical access. If an individual can consistently move one part of their body- their chin, a finger, a knee, a toe, their head etc., they can use an adapted switch to access the computer, an iPad, an AAC device. Switches can also be utilized for mobility. (Assistive Technology, n.d)
  15. 15. Tips for teachers Understand the Student’s Needs Know the student’s strengths and weaknesses.  Participate in AT training to learn about the student’s AT.  Allow the student to practice with a new device using skills that come easily to him or her, only then moving to more difficult skills. In this way, the student is not both struggling with the academic content and learning to use a new device at the same time.  Be aware that students using AT may require more time to complete instructional tasks.  Encourage AT Use  Learn how to use the student’s AT device(s).  Incorporate AT into the regular school day.  Set up the AT in easy-to-access locations in the classroom.  Familiarize the entire class with the AT and explain why certain students need to use it.  Make time for students to become familiar with equipment.  Assign buddies as needed (e.g., the student may need assistance putting on headphones).  Collaborate and Communicate  Seek support from knowledgeable individuals (e.g., information technology specialist, other educators, family members).  If the AT is not working for the student, communicate with the IEP team to consider new AT options. (The Iris Center, 2010)  
  16. 16. References         American Speech Language and Hearing Association. (2013) FM Systems. Retrieved on January 23, 2014 from Assistive Technology for Education, LLC (n.d). Examples of Assistive Technology. Retrieved on January 23, 2014 from Lightspeed Technologies. (2013). Applications. Retrieved on January 23, 2014 from Nichols, Sharon. (n.d.). Overview of technology for visually impaired and blind students. Texas school for the blind and visually impaired. Retrieved on January 23, 2014 from Rojas, Peter (2014). The AlphaSmart Neo portable word processor. Retrieved on January 23, 2014 from Sprayberry,, Kristin & Raskind, Marshall. (2010). Portable Word Processors. Retrieved on January 23, 2014 from Technical Resource Centre. (n.d.). Assistive technology “low-tech” to “high-tech” considerations. Retrieved on January 23, 2014, from The Low Vision Centers of Indiana. (2013). Low Vision Online Newsletter. Retrieved on January 23, 2014 from
  17. 17. References    The Family Center on Technology and Disability. (n.d.). Assistive technology 101. Retrieved on January 23, 2014 from The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on January 23, 2014 from U.S Department of Education. (2014). Building the Legacy IDEA 2004. Retrieved on January 23, 2014 from