Assistive Technology Powerpoint Presentation

1. EDUCATE
EVERYONE!
USING ASSISTIVE TECHNOLOGY TO INCLUDE ALL
STUDENTS IN THE STANDARD CURRICULUM
By: Randee Owens
Educ W200 Module 6

2. Contents
 Slide 1 – Title page
 Slides 2-5 – “Assistive Technology for Students
with Disabilities, Information for Parents and
Educators”
 Slides 6-10 – “Assistive Technology in the
Inclusive Science Classroom”
 Slides 11-13 – “Working Together: Computers
and People with Learning Disabilities”
 Slide 14 – Concluding slide

3. “Assistive Technology for Students
with Disabilities: Information for
Parents and Educators” (OSEP –
US Dept. of Education)
 This is an informational packet compiled
by the US Department of Education to
inform parents and teachers.

4. Definition, Types and Examples
 An assistive technology device is “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 a child
with a disability.” (Copenhaver, 1999, p. 4)
 There are low tech and high tech assistive
technologies.
 Example of low tech: pencil grip
 Example of high tech: voice synthesizer

5.  IDEA: the Individuals with Disabilities Education Act is
the law that makes schools responsible for providing
assistive technologies if deemed necessary.
 WHO DECIDES? The IEP team consists of the teachers
and other education professionals involved with the child
as well as the parents and sometimes the student. This
team chooses the services and devices necessary to
include the student, as much as possible, in the general
curriculum of the school. This team also must assess
any training and equipment maintenance needs.

6. Reflection
 There are so many wonderful technologies from which to
choose, but also so many challenges to finding and
learning to productively use the correct assistive
technologies for each student. Where I am employed,
we recently acquired a communication device for a
student who has difficulty verbalizing. We are now
learning to operate it and help the student to utilize it.
Each day, we think of words that need to be added. The
school year is almost over and we still have a long way
to go to understand how best to use this equipment.
Luckily, the student is a sixth grader and we still have
two more years to get it right.

7. “Assistive Technology in the
Inclusive Science Classroom”
 Lahm and Morrissette’s seven areas where assistive
technologies can be introduced: organization, note
taking, writing assistance, productivity, access to
reference materials, cognitive assistance and materials
creation and modification.
 Examples of light tech and high tech ATs:
Light tech – meter stick modified by darker markings or
staples
High tech – Use of Board maker to allow students with
cognitive, language and/or reading barriers greater
access to lab assignments. (see next slides)

8. A Text –Based Lab Activity:

9. Lab Activity Modified Using
Boardmaker:

10. Reflection and Citation
 A few of the kids I work with could really benefit from the
simple modification shown on the previous slide. I think
Boardmaker would not be difficult to use. I must
remember this when it is my turn to teach labs. I want to
always remember to do my best to enable the students
who have difficulty with written language to
independently do as much of the assignment as
possible.
 Watson, Sandy and Johnston, Linda (2007) Assistive
Technology in the Inclusive Science Classroom, The
Science Teacher 74 (3), 34-8. Retrieved from Wilson
Web

11. “Working Together: Computers
and People with Learning
Disabilities”
 Four categories of learning disabilities are:
- spoken language (listen, speak)
- written language (read, write, spell)
- arithmetic (calculation and concepts)
- reasoning (organize and integrate ideas
and thoughts)
 Learning disabilities may exist in combination
with other disabilities such as ADD or ADHD

12. Computing tools that could function as
assistive technologies to help students with
learning disabilities are:
 word processors: spell check, grammar check, font adjustment,
color adjustment
 reading systems: listen to instead of read text, highlight text, one
word at a time
 concept mapping
 phonetic spelling (for Dyslexia)
 word prediction (for Dyslexia)
 speech recognition
 organizational software, personal info. managers
 talking calculators
 Low tech tools such as post-it notes and highlighters

13. Reflections and Citation
 A lot of these technologies are already available on the computers
we find in every classroom, at least they are at the school where I
am employed. I wish that we had the staff and the additional
training time it would take to make better use of the technologies
that are already in place! I hope that as newly graduating teachers
become more knowledgeable about technology, maybe we can do a
better job of utilizing the technology that surrounds us to help enable
and include students with disabilities and language barriers.
 Washington University, Seattle (2000) Working Together:
Computers and People with Learning Disabilities (EDRS Document
Reproduction Service No. ED 481 296) Retrieved from Wilson Web

14. Concluding Slide
 I do not plan to teach special education but keep coming back to this topic.
Inclusion is such a big catch phrase these days and schools are making
more effort than ever to integrate non-mainstream students into the general
curriculum and classrooms. Since I work in a middle school, sometimes in a
resource capacity, I have the opportunity to observe teachers and have
noticed that while some go out of their way to find creative ways to include
the special needs kids, others do not. It’s hard to do. Teachers work hard
and have so many challenges, including behavior problems, lack of student
motivation, and limited time to cover the required material (not to mention,
try to make it exciting). But some still find the energy to find ways to include
the more challenged students and I want to remember to do the same. I
remember looking the other way. I remember not being sure how much
these “special” kids count. But this year, I have been working with a small
but diverse group of kids who all have unique abilities and needs. They are
all glorious and shine in their own way. I just want to make sure that I don’t
let any of them down.