1. Assistive TechnologyAssistive Technology
PresentationPresentation
Mason G. Rhodes
7530 ITEC
October 5th
, 2013

2. OverviewOverview
In today’s society we are faced with many
challenges. Whether in the classroom or workplace,
assistive technology can be increased, maintained,
or improve with individuals with any type of
disabilities. Technology as we know can be used any
many different ways, such as finding resources off
the internet and or helping others critique their
writing skills.

3. What is Assistive Technology?What is Assistive Technology?
Assistive technology (AT) is a generic
term that includes assistive, adaptive, and
rehabilitative devices for people with
disabilities and includes the process used
in selecting, locating, and using them.

4. Why do children need assistiveWhy do children need assistive
technology?technology?
 Assistive technology can help children with learning disabilities
control their strengths and work around or compensate for
specific learning problems. These technology supports can be
beneficial to helping students become more independent in school
and even throughout life. With the assistance of technology, it
helps set goals to obtain the skills and knowledge required by
curricula and standards.

5. Students with ADHDStudents with ADHD
 These technologies are beneficial to those with ADHD.
◦ Computer Software: reading, writing, math
◦ Brain Training - Printouts, Computer Software
◦ Brain Games - Hand Held, On Line Computer Games
◦ Software Based Lessons for Reading, Writing and Arithmetic
◦ Talking Books
◦ Voice Recognition Software
◦ PDA's - calendars, timers, reminder messages
◦ Invisible Clock - Reminder Timers
◦ Noise Cancelling Ear Phones/Ear Plugs
◦ Talking Computer Keyboards
◦ Screen Magnifiers
◦ E Dictionary
◦ Alarm Talking Watches
◦ Digital Talking Calculators
◦ Children's talking calculators

6. Students with Mild LearningStudents with Mild Learning
DisabilitiesDisabilities
 These technologies are beneficial to those with MLD.
 Abbreviation expanders
 Alternative keyboards
 Audio books and publications
 Electronic math work sheets
 Freeform database software
 Graphic organizers and outlining
 Information/data managers
 Optical character recognition
 Personal FM listening systems
 Portable word processors
 Proofreading programs
 Speech-recognition programs
 Speech synthesizers/screen readers
 Talking calculators
 Talking spell checkers and electronic dictionaries
 Variable-speed tape recorders
 Word-prediction programs

7. Students with Auditory DisabilitiesStudents with Auditory Disabilities
Repetition of words or sentences when
reading books
Teachers need to make sure that these
students sit at the front of the classroom
and also speak slowly, loud, and clear.
Hearing aids are also beneficial
Closed captioning on the television can
also help students to read the material

8. Steps on how to find the solution.Steps on how to find the solution.
 There were many steps on finding the solution with interacting with a child participation. By first
examining the interests, abilities and needs of a child and the specific components of the activity
where support for participation is indicated, AT solutions can be planned and implemented and the
impact can be observed immediately. There are many steps, but there are three steps that stood
out most to me, that I feel would be beneficial to the child.
 1: Collect child and family information. Get familiar with the child’s strengths, abilities, preferences
and needs.
 2: Identify activities for participation. Discuss the various activities within the environments that a
child encounters throughout the day. Try to choose activities that will grasp student’s attention.
 3: Brainstorm AT solutions. After activities and desired outcomes are established, discussions with
educators, family members, physical therapist, and other people with whom the child interacts on
a weekly basis can now be made to help this child. If others are involved with the child’s areas of
improvement, results will come in due time.

9. ResourcesResources
 http://www.ldonline.org/indepth/technology
 http://en.wikipedia.org/wiki/Assistive_technology
 http://www.ldonline.org/article/8088/
 http://www.ncld.org/students-disabilities/assistive-technology-education
 http://www.adhd-brain.com/assistive-technology-for-adhd.html
 http://www.greatschools.org/special-education/assistive-technology/702-assistive-
technology-for-kids-with-learning-disabilities-an-overview.gs
 http://sped.wikidot.com/assistive-technology-for-students-with-hearing-
impairments

10. ResourcesResources
 http://www.ldonline.org/indepth/technology
 http://en.wikipedia.org/wiki/Assistive_technology
 http://www.ldonline.org/article/8088/
 http://www.ncld.org/students-disabilities/assistive-technology-education
 http://www.adhd-brain.com/assistive-technology-for-adhd.html
 http://www.greatschools.org/special-education/assistive-technology/702-assistive-
technology-for-kids-with-learning-disabilities-an-overview.gs
 http://sped.wikidot.com/assistive-technology-for-students-with-hearing-
impairments