1. Individual Needs:
Resources
Chase Davis
ITEC 7530 S
Georgia Southern University

2. Misconceptions
S “I won’t be teaching students with special needs.”
S Many classrooms still have students at various levels of
learning capabilities
S “Students with special needs will be in a different class.”
S No Child Left Behind act calls for these students to be
assessed alongside others.
S “Assistive technologies are high-tech and abnormal
items.”
S Many typically technologies or items can be classified as
assistive to various students.
Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2010). Technology integration for meaningful classroom use: A standards-
based approach. Wadsworth, Cengage Learning, Belmont, CA.

3. Assistive Technology
By definition: any item,
piece of equipment, or
product system, whether
acquired commercially or off
the shelf, modified, or
customized, that is used to
increase, maintain, or
improve functional
capabilities of individuals
with disabilities.
http://en.wikipedia.org/wiki/Assistive_techn
ology

4. Individual Educational Plans
S A plan that is developed by a
group of people, typically
including professionals, the
teacher, and parents that aims
to focus on the specific
educational needs of a student.
S Important for students with
special needs so the proper
technologies and teaching
approaches can be used.
http://kidshealth.org/parent/positive/learning/iep.html

5. Common Needs
S Physical Needs – These needs may include stability to
stand, sit, or walk. It could also include positioning of
various items, technologies, or books.
S Learning Needs – A learning need could include
challenges like ADD, ADHD, Autism, etc.
S Auditory/Visual Needs – Some students may be hard of
hearing or seeing, complete deafness or vision, or normal
need to see or hear based on normal situations.

6. Resources: ADHD
S IEP – An IEP may be one of the best ways to provide for
students who have ADHD. They may need special attention
and various activities to supplement their learning.
S Setting classroom rules, routines, and supervision can improve
a student’s learning ability with ADHD.
S Allowing students to move and play can also help students with
ADHD to stay focused.
S Offering students a supportive group will help their battle with
ADHD.

7. Resources: Auditory
S FM system – This is essentially a
personal radio frequency. The speaker
uses a microphone and the listener has a
receiver.
S Text subtitles and captioning –
Televisions that have closed captioning
would aid the hearing impaired. Subtitles
for videos would help.
S Projection Screens/SMARTboards – The
ability to write on a board or use a
SMART board will aid those who are
hearing impaired.
S Note takers – Having note takers for the
hearing impaired will allow them to focus
on listening to the speaker.
http://www.asha.org/public/hearing/treatment/assist_tech.htm

8. Resources: Visual
• Braille – Any use of braille
will aid the visually impaired
if they are familiar with it.
• Screen Magnifiers – The
ability to magnify a
projection screen or a
computer screen.
• Text-to-speech – Any text-to-
speech technologies will
assist a visually impaired
student.
• Eyeglasses/Contact – Some
may need this simple
technology to aid them. http://www.familyvillage.wisc.edu/education/at.html

9. Resources: Reading
S Audio books - A resource for reading, but more for a visually
impaired student.
S Variable Speed Tape Recorders - This allows a reader or
listener to speed up or slow down the speaker or words.
S Computer based programs – Computer programs that enhance
literacy, phonetics, or understanding.
S Reading Pens – A pen that a student can use to scan words
that will then be read allowed for the student to hear.
http://www.greatschools.org/special-education/assistive-technology/948-reading-tools.gs

10. Resources: Writing
S Computers/Keyboards – Can be used
for students who are unable to write
but can type. Various keyboards exist
to aid students depending on
situation.
S Word processors – Used with
computers can make writing more
efficient for disabled students.
S Speech Recognition – Recognition
may allow students so speak words
and commands to paper or type.
S Word Prediction – Predicts words
based on first few letters or sentence
development, etc.
http://www.greatschools.org/special-education/assistive-technology/960-writing-tools.gs

11. Key Phrases
S Inclusion – a model used that emphasizes the need to
accept a child and his or her disabilities. It does not
utilize special classrooms or separate classrooms.
Essentially, all students learn together.
S Least Restrictive Environment – By law, a student who
has a disability has the right to be educated with non-
disabled students as highly appropriate as possible.

12. Inclusion
S Inclusion may be a model that affects students with
learning disabilities without technology.
S By allowing students the same rights to learn with those
without the disability, it may benefit them.
S Students with ADD or ADHD may find inclusion to be
beneficial, while being mandated.

13. Websites
S http://uts.cc.utexas.edu/~wilbur/access/assi
S http://kidshealth.org/parent/positive/learning stive.html
/iep.html
S http://www.ericdigests.org/2003-
S http://en.wikipedia.org/wiki/Assistive_techno 1/assistive.htm
logy
S http://www.synapseadaptive.com/edmark/pr
S http://www.edutopia.org/assistive- od/tw/default.htm
technology-enabling-dreams-video
S http://www.asha.org/public/hearing/treatmen
S http://www.ldonline.org/article/8088 t/assist_tech.htm
S http://www.familyvillage.wisc.edu/education/ S http://www.gpat.org/resources.aspx?PageR
at.html eq=GPATImp
S http://www.greatschools.org/special- S Cennamo, K. S., Ross, J. D., & Ertmer, P. A.
education/assistive-technology/948-reading- (2010). Technology integration for
tools.gs meaningful classroom use: A standards-
based approach. Wadsworth, Cengage
Learning, Belmont, CA.