Assistive Technologies for students

1. ASSISTIVE
TECHNOLOGIES
Tiara Robinson
Instructional Technology

2. Overview
Working with a teaching a child that has special needs is an inevitable
event in the field of education. As teachers we are introduced to a very
wide range of disabilities and needs. Some of our students have
emotional issues, many have special mental needs, as well as
physical disabilities. Because every child is entitled to an education,
and it is our job to make sure this happens, we must know to do this
properly. In this presentation I will be focusing on ADHD, some mild
learning disabilities, and assistive technologies and their use in the
classroom.
An Assistive Technology Device is defined as "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 the functional capabilities of individuals with disabilities (Ramp
Up)“ These devices may be categorized as no technology, low
technology, or high technology. Wheelchairs, amplifiers, and
accessibility technology are just a few of the types of assistive devices
that are available for and used by our students.

3. Auditory Processing Disability
When a student has a APD they have the ability to hear,
but not necessarily to listen and properly process. There
are currently 5% of school-aged children who have this
disorder. Their disability causes them to have difficulties
receiving, sequencing, and applying information that they
have heard. The behavior exhibited by children with this
type of disability is often mistaken to be that of a child that
has ADHD. Typically, these children have a hard time
following directions, and are often fidgety or distracted
during learning. While in school, our children are taught
how to become “active listeners.” If a child has this order,
and it is not handled properly they will struggle
academically, and begin to develop language and speech
delays.

4. Types of Auditory Processing Disabilities
Auditory Discrimination
-The ability to notice,
compare and
distinguish the distinct
and separate sounds
in words. This skill is
vital for reading.
Auditory Figure-Ground
Discrimination
-The ability to pick out
important sounds from
noisy backgrounds
Auditory Memory
-Recalling information
heard either a long or
short time ago.
Auditory Sequencing
-Being able to
comprehend and recall
words in the proper
order.

5. Assistive Hearing Technologies for
Students
 One-to-one communicators
 The speaker, regardless of who they are, uses a microphone
when speaking to the student. The sound is transmitted directly
to student’s earpiece, in which they are in control of the volume.
 Personal FM systems
 Similar to radio technology, the speaker uses a transmitter
microphone that transmits to the student’s receiver. These
systems can be used in school, church, theaters, etc.
 Augmentative and alternative communication (AAC) devices
 The use of technology such as picture boards or computer
programs that synthesize speech from text, to help the child
express themselves.. help people with communication disorders
to express themselves.
 Hearing loop systems
 The use of electromagnetic energy to transmit sound.
 Personal Amplifiers

6. ADHD
 “I sit next to a window in math class, and I can’t filter
out the noises coming from the playground. The
noises make it hard for me to listen to the teacher.” -
Martha, third grade
The above statement, made by a child who was
diagnosed as ADHD, makes it easy to see how it is
sometimes difficult to decipher between ADHD and
auditory processing disorder.
ADHD is one of the most common neurodevelopmental
disorders of childhood. It is usually first diagnosed in
childhood and often lasts into adulthood. Children with
ADHD may have trouble paying attention, controlling
impulsive behaviors (may act without thinking about
what the result will be), or be overly active.
(www.CDC.gov)

7. ADHD at School
 There are a number of things
that teachers can do to help
their ADHD students, such
as:
 Establishing rules and
routines.
 Accommodate them by
offering more time to
complete assignments,
allow movement, peer role
models, and the reduction of
possible distractions.
 Positive relationships with
both the student and
parents.
 Visual reminders and an
increase in hands on
activities.
 Low-tech flow charting, task
analysis, webbing, and

8. Mild Learning Disabilities
Most students with mild
intellectual disabilities appear
very similar to others in school,
except for the fact that they
learn academic materials
much more slowly than others
They are typically low
achieving, with poor social
skills, and deficits in memory
and motivation (education.
com) These students make up
nearly 60% of students who
are currently receiving special
services in school.
 Slow rate of maturation
 Delayed conceptual
development
 Difficulties converting ideas
and feelings into words.
 Limited attention span and
retention abilities
 Poor adaptive behaviors
 Immature or inappropriate
personal behavior
 Low self-esteem and
emotional disturbance.
Characteristics:

9. How We Can Help…
Resources: Application:
 Word processing
programs.
 Word prediction software.
 Communication and
networking activities that
allow for communication
that goes beyond
classroom walls.
 Hyperlinks, which help
students to make
connections between
resources.
 Organization
 Flow charting, webbing,
outlining, etc.
 Note taking
 Microcassette voice
recorders, notes typewritten
by teacher, etc.
 Writing assistance
 Word processors that have
tools such as spell/grammar
checker and a thesaurus.
 Access to reference materials
 Cognitive assistance
 Software with drills, practices,
and simulations
 Materials modification

10. Sources Cited
 Behrmann, Michael M. (1995). Assistive Technology for Students with
Mild Disabilities. Retrieved from
https://www.teachervision.com/assistive- technology/teaching-methods/
3791.html
 CDC. (2014). Facts about ADHD. Retrieved from
http://www.cdc.gov/ncbddd/adhd/facts.html
 Dendy, Zeigler Chris, ADDitude Editors. (2013). ADHD at School:
Teachers Resources and Tips. Retrieved from
http://www.additudemag.com/adhd/article/4039-5.html
 Gurian, Anita Ph.D, Schwartz, Susan.(2013). About Learning
Disabilities: What's an Auditory Processing Disorder. Retrieved from
http://www.additudemag.com/adhd/article/921.html
 Hasselbring, Ted S., Williams Glaser, Candyce H. Use of Computer
Technology to Help Students with Special Needs.(2000). Retrieved
from
http://futureofchildren.org/publications/journals/article/index.xml?j
our nalid=45&articleid=204&sectionid=1329
 Hearing Assistive Technology. (2014). Retrieved from
http://www.asha.org/public/hearing/treatment/assist_tech.htm

11. Sources Cont.
 NCLD Editorial Team.(2012). Auditory Processing Disorders. Retrieved
from http://www.ncld.org/types-learning-disabilities/adhd-related-issues/
auditory-processing-disorders/auditory-processing-disorders
 Ramp Up to Access: Assistive Technolgy. (2000). Retrieved from
http://uts.cc.utexas.edu/~wilbur/access/assistive.html
 Rosenberg M.S., D.L., Westling, McLesky J.(2010). FAQ Sheet About
Students with Mild Intellectual Disabilities. Retrieved from
http://www.education.com/reference/article/faq-students-mild-intellecutal-
disabilities/
 Special Education Support Service. Mild General Learning Disabilities.
Retrieved from http://www.sess.ie/categories/general-learning-disabilities/
mild-general-learning-disabilities
 The Nemours Foundation.(2014). Auditory Processing Disorder. Retrieved
from
http://kidshealth.org/parent/medical/ears/central_auditory.html
 The NIDCD.(2011). Assistive Devices for People with Hearing, Voice,
Speech, or Language Disorders. Retrieved from
http://www.nidcd.nih.gov/health/hearing/pages/assistive-devices.
aspx