Assistive technology in the classroom

1. Clyde John Georgia Southern University Spring 2014

2. Assistive Technology            Definition Benefits to Students Identifying AT for your Students Working with students with Special needs Important Special Education Laws Helpful Terms to Know Identified Special needs Choosing the best Assistive Technology Assistive Technology Devices Resources

3. Definition   General definition – is used to describe devices and services that lessen or remove barriers faced by persons with disabilities.  Legal definition – Any item, piece of equipment, or system, whether acquires commercially, modified, or customized, that is commonly used to increase, maintain, or improve functional capabilities of individuals with disabilities.

4. Assistive Technology can Benefit students            Have a learning disability Have a behavior disorder Are learning English as a second language Are autistic Are cognitively challenged Have an emotional disorder Have a hearing impairment Have a speech impairment Have a development delay Have a vision impairment etc.

5. Matching Students with AT Tools  To be helpful and effective, assistive technology tools must meet each child's needs, tasks, and settings. Assistive technology (AT) has the potential to enhance the quality of life for students with learning disabilities (LD) by providing them with a means to compensate for their difficulties, and highlight their abilities.

6. Working with students with Special Needs  Children with disabilities are evaluated as having autism, serious emotional and behavioral disturbances, mental retardation, attention deficit-hyperactivity disorder (ADHD), epilepsy, cerebral palsy, feeding and eating disorders, tics, elimination disorders, learning disabilities, orthopedic, visual, speech or language impairments, other serious medical conditions, history of abuse or neglect, medical or genetic risk due to familial mental illness or parental substance abuse. Children with Special Needs also include those children who are “at-risk” for disabilities such as those who have a developmental delay. The definition of special needs also includes children who may not have specific diagnoses, but who are assessed as needing special services, support, and monitoring.

7. Special Education Laws   The Individuals with Disabilities Education Act (IDEA) is a federal law that ensures public schools serve the educational needs of students with disabilities. IDEA requires that schools provide special education services to eligible students outline in the student’s Individualized Education Program (IEP). It addresses the educational needs of children with disabilities from birth to age 21 in cases that involved 14 specified categories of disability.  Section 504 of the Rehabilitation Act of 1973 is a civil rights law to prohibit discrimination on the basis of disability in programs and activities, public and private that receive federal financial assistance.

8. Key Terminology   An IEP is a written statement for each child with a disability that is developed, reviewed, and revised to include a statement of the child’s present levels of academic and functional performance, and how the child’s disability affects the child’s involvement and progress in the general education curriculum.  Free Appropriate Public Education (FAPE) this means these are the services the school thinks will meet the need for the child’s free and appropriate public education designed to meet his unique needs.  Independent Educational Evaluation (IEE) is an evaluation that parents may request if they disagree with the results of an evaluation of their child or they disagree with the decision about which services their child will receive. The school district must pay for the IEE or prove at a due process hearing that its evaluation is appropriate.

9. Key Terminology   Least Restrictive Environment (LRE) means that as much as possible, children with disabilities should be educated in the same setting as children without disabilities. Placement in a special school or in special classes should occur only when the disability is so severe that the child would not receive an appropriate education in regular classes with additional supports.  Inclusion considers that all students are full members of the school community and are entitled to the opportunities and responsibilities that are available to all students in the school.  Accessing the Curriculum is a term used to indicate how well a child is functioning in class compared to his or her peers.  Cognitive Level refers to how easy or difficult it is for your child to learn in school.

10. Identified Special Needs   Attention Deficit Hyperactivity Disorder (ADHD)  Auditory disability  Mild learning disabilities with particular impacts on Reading and Writing

11. Instructional Practices to meet students needs  Attention Deficit Hyperactivity Disorder (ADHD) Teachers can help students with ADHD be successful through academic instruction, behavioral modification, and classroom accommodations. Examples:  Use motivating computer programs for specific skill building and practice (programs that provide for frequent feedback and self-correction.  Pointers, such as bookmarks, can help student visually track written words on a page and follow along as students are taking turns reading aloud.

12. Instructional Practices to meet students needs  Auditory disability Hearing assistive technology (HATS) for children enable students with auditory disabilities to participate in the traditional classroom and maximize learning capabilities. Examples:  Improving classroom acoustics and reducing background noise can help students with auditory disabilities as well as all other students who might be easily distracted.  FM transmitter systems allow the student to hear the teacher’s voice at an appropriate and constant intensity level, regardless of the distance between the child and the teacher. Additionally, they allow the teacher’s voice to be heard more prominently than background classroom noise.

13. Instructional Practices to meet students needs  Mild Learning Disabilities  Teachers can help students with ADHD be successful through academic instruction, behavioral modifications, and classroom accommodations. Examples:  Desktop publishing/multimedia activities can help motivate students who struggle with reading and writing to write and express themselves visually.  For students who have trouble reading, recorded audiobooks can provide a way to listen to text and/or follow along with print books.

14. How to choose the best Assistive Technology for your students   Collect information about the students, including the data relative to what strategies have worked best for the student.  Determine what activities are occurring in the learning environment and the level of participation that the child is putting forth.  After instituting an appropriate intervention, observe the child to determine how well the intervention is working.  Consider all the assistive technology options and determine which, if any, would work best in making interventions successful.  Try out different assistive technologies and determine what works best for each student.

15. Technology Options for Special Needs 

16. Types of Assistive Devices   Web-Based Tools  Non Web-Based tools  Low Tech Tools  High Tech Tools

17. Web-Based Tools   Text Readers         Clickspeak Read the Words WebAnywhere Bilio Natural Reader Read Please WordTalk Text to Speech  Text-to-Speech     Vozme SpokenText Yakitome ISpeech

18. Web-Based Tools   Typing Programs  Dasher  Spell Checker  Ghotit  Study Tool  My StudyBar  Screen Reader  Thunder

19. Non-Tech & Low Tech Tools          Note Taking Classroom Environment Magnifiers Specialized Pen or Pencil Grips Large Print Environmental Control Units – ECU Talking Spell Checkers Braille Books

20. High Tech Tools            Laptops and Tablets Touchscreen Tablets and PC’s Touchscreen Overlay’s Power Wheelchairs and Scooters Digital Hearing Aids Voice Software Recognition and Magnification Audio Books Electronic Organizers Closed Caption Televisions Amplifiers

21. Resources                       http://www.ncld.org/adults-learning-disabilities http://idea.ed.gov/ http://kidshealth.org/parent/positive/learning/iep.html http://nichcy.org/disability/categories http://www.211la.org/parenting/specialneeds.pdf http://techinclusion.tripod.com/ http://nichcy.org/schoolage/keyterms http://www.ldonline.org/article/8088 http://www.ldonline.org/article/8797 http://www.ldonline.org/article/Checklists_for_Teachers http://www.dredf.org/advocacy/comparison.html http://www.greatschools.org/special-education/assistive-technology/954-audio-bookspublications.gs http://www.access-board.gov/guidelines-and-standards/communications-and-it/about-thesection-508-standards http://www.washington.edu/accessit/ http://www.washington.edu/accesscomputing/search-accesscomputing-knowledge-base http://atpdc.wordpress.com/learning-disabilities/ http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm http://www.ericdigests.org/2003-1/assistive.htm http://www.asha.org/public/hearing/Hearing-Assistive-Technology-for-Children/ http://www.mayer-johnson.com/category/assistive-technology http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html

22. Clyde John Georgia Southern University Spring 2014

Assistive technology in the classroom

Assistive technology in the classroom

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