1. Assistive Technology in the Classroom
Lauren McCafferty

2. Table of Contents
Assistive Technology Definition Low Tech AT Mid Tech AT High Tech AT AT for Physical Disabilities Websites Applications SETT Framework Legal Acts/Standards Smart Board Activities How to Choose Device References

3. Assistive Technology Definition
“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 children with disabilities.” (Barge, John D.)
There are 2 components of Assistive Technology:
Assistive Technology device – Any item used to increase, maintain or improve.
Assistive Technology service – Any service that assists a child with a disability.
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4. A Few Types of Disabilities
Autism Spectrum Disorder
Fastest growing disability (1 in 88 people have Autism)
Students have poor communication, social interactions and educational performance
Developmental disability evident before age 3
Emotional Disturbance (Examples: depression, anxiety)
Students don’t want to follow rules, have a general mood of unhappiness or depression and can’t develop or remain interpersonal relationships
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5. A Few Types of Disabilities Cont.
Hearing impairment/deafness
Some students can hear noise just in a softer and quieter tone, while others can’t hear any noise at all
Some students are born with hearing impairment, while others acquire it
Intellectual Disability (Examples: Fragile X Syndrome, Down Syndrome)
Formerly known as Mental Retardation
Students have slower motor skills and below average I.Q.
Occurs during developmental period before age 18
ADD/ADHD
Students are hyper, have trouble paying attention for a long period of time, temper outbursts, are sometimes forgetful, and have difficulty completing work
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6. A Few Types of Disabilities Cont.
Orthopedic Impairment (Cerebral Palsy, Arthritis)
“A bodily impairment that is severe enough to negatively affect a child’s educational performance” (Logsdon, Ann).
Some causes are genetic abnormality, disease, injury, birth trauma, amputations, etc.
Visual Impairment/blindness
The American Foundation for the Blind estimates that 10 million people in the United States are visually impaired (“Visual Impairment”).
Some students have Congenital Blindness, which means they are visually impaired at birth
Information found at “Categories of Disabilities Under IDEA”.
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7. Types of Assistive Technology Devices
Low Tech
Has NO electronic components
Relatively inexpensive
Easy to learn to use
Mid Tech
Electronic in nature
Fairly inexpensive
Requires less training than high tech
High Tech
Based on computer technology
Require more training
Are considerably expensive
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8. Low Tech Devices Home Next
“Low tech Assistive technology is any device or equipment that doesn't require much training, may be less expensive and does not have complex or mechanical features” (“Tool for Life”).
Examples:
Reading guides
Raised Numbers Ruler
Magnify glass
Name stamp
Clipboard
Jumbo/weighted pen
Number stamps
MathLine
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9. Low Tech for Reading Back Home Next Magnifying glass
Works great for students with visual impairment
Allows the student to increase the size of the text
Reading guides
Help students by changing the color of the background of the
text and help the student to follow along easily
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10. Low Tech for Writing Back Home Next Clipboard
Used to help students keep paper in place while writing
Name stamp
Very useful for students that struggle with writing
Jumbo/weighted pen
These pens are good for students that suffer from physical impairments, such as Cerebral Palsy, where the student shakes a lot
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11. Low Tech for Math Back Home Next Raised numbers ruler
These rulers have raised numbers that are easier for students to read
Number stamps
These stamps can be used in place of pens and pencils
Good to use with students that have difficulty writing numbers
MathLine
Created by Howbrite Solutions, Inc.
It’s a number line that can be held by students and they can move the
rings up and down the line to see how numbers represent size and quantity (“Math Aids”).
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12. Low Tech for Communication
Picture Exchange Communication System (PECS)
PECS was originally made to help students with Autism by providing shaping and reinforcement, but now are used to help many students with different disabilities, not only Autism.
Communication chart
These are good to use to let teachers and parents know what the student wants and/or how much of something they want.
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13. Mid Tech Devices Home Next
Medium assistive technology “may have some complex features, may be electronic or battery operated, may require some training to learn how to use and are more expensive than the low-tech devices” (“Tools for Life”).
Examples:
Vibrating pager
Talking spell checks
Books on CD
Talking Calculator
Digital Magnifier
Coin-U-Lator calculator
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14. Mid Tech for Reading Back Home Next Books on CD
These are helpful to students that struggle with reading because the students can simply listen to the story on a CD
Digital Magnifier
Students can change background text color and size of font to fit their personal needs
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15. Mid Tech for Writing Back Home Next Talking spell checks
“Can help a poor speller select or identify appropriate words and correct spelling errors during the process of writing and proofreading” (Stanberry, Kristin).
Vibrating pagers
This device can help student stay on task while writing a paper or taking notes
Teach has button and can control when
device vibrates to let student know to pay attention
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16. Mid Tech for Math Back Home Next Talking Calculator
Helps students easily find the answer to simple or complex math problems
Says numbers out loud to students
Coin-U-Lator Calculator
Created by PCI Educational Publishing
“Allows students of different abilities to add and subtract coin denominations while teaching the different values of each coin” (“Math Aids”).
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17. Mid Tech for Communication
QuickTalker
Light weight and easy to use, so students don’t need to worry about trying to figure the device out
You can make recordings of words to customize the device for each student
GoTalk
This device is very small so it can fit easily in the students backpack or purse
There are five different levels on the device so the student can have many choices of words and options to choose from.
iTalk
Students can easily answer questions because there are two buttons the student is able to choose from to voice their answer.
Information found at “AAC – Mid Tech”.
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18. High Tech Devices Home Next
“High Tech AT refers to the most complex devices or equipment, that have digital or electronic components, may be computerized, will likely require training and effort to learn how to use and cost the most” (“Tools for Life”).
Examples
Digital hearing aids
Reading Pen
Electronic Worksheets
Word prediction programs
Mouse/keyboard alternatives
Screen magnifiers
MathTalk
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19. High Tech for Reading Back Home Next Digital Hearing Aids
Helpful to students with hearing disability; amplifies sounds
Students can also get a Cochlear Implant, which is a hearing aid embedded into the ear surgically.
Reading Pen
Students can scan text and the pen or computer will
read the text out loud to the student
Screen magnifiers
Projector-type device that amplifies
the text of a book or reading
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20. High Tech for Writing Back Home Next Word prediction programs
These are used on a computer and can help students find the correct words to use.
Mouse/keyboard alternatives
Kidzmouse – Can be squeezed anywhere in order to click
Mouse Pen (created by Fellowes) – Can be used like a crayon or pencil to control the movement of the mouse on the screen
IntelliKeys keyboard (created by IntelliTools) – Operates as a mouse and includes a select number of other keys
Information found at “Mouse Options.”
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21. High Tech for Math Back Home Next Electronic worksheets
“Electronic math worksheets are software programs that can help a user organize, align, and work through math problems on a computer screen” (Stanberry, Kristin).
MathTalk
Created by Metroplex Voice
Computing, Inc.
Priced at $275
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22. High Tech for Communication
Cochlear Implants
Students who are hard of hearing can get surgery to put this implant inside their head, making them able to hear better.
iPad/iPod
There are many great applications you can use to help a student communicate on the iPad or iPod.
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23. AT for students with Physical Disabilities
For students that are Deaf or heard of hearing
Door Beacon
When someone is knocking at the door the beacon flashes
Alarm clock with flasher or strobe light
When the alarm goes off the flasher or strobe light flashes
Phone flasher
When the phone rings a bright light flashes alerting the person
Amplified Telephone
The user can adjust the volume and control the tone of the phone, such as amplifying the treble or bass on a stereo
Information found at Assistive Technology in the Classroom p
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24. AT for Students with Physical Disabilities Cont.
For students who have a visual impairment or blindness
Screen magnification/color scheme
Most computers have a setting that you are able to enlarge the image on the monitor and change the color scheme to allow the student to see better.
VoiceOver
This program reads the screen of a computer aloud to the student
Braille keyboards
These keyboards have Braille programmed into them, so the students that use Braille are still able to type on the computer.
Information found at Assistive Technology in the Classroom p. 172.
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25. AT for Students with Physical Disabilities Cont.
For students with very limited movement
Eye tracking devices
This device follows the movement of the students eyes to allow them to surf the web and accomplish many other tasks on the computer.
Mouth/head stick
This is a device that allows the student to control input by controlling a stick with their mouth or strapping the stick to the side of the head so the student can click by using their head.
Power wheelchairs and scooters
These wheelchairs and scooters allow the student to control the movement of the device by a switch located on the device.
Information found at “Assistive Technologies for People with Physical Impairments”.
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26. SETT Framework
The SETT framework was created by Dr. Joy Zabala in order to answer the question “What is the best assistive technology?”.
It provides a general structure for exploring the four major areas of concern regarding the provision of assistive technology.
SETT stands for: Student, Environments, Tasks and Tools.
The Student
The Environment
The Tasks
The Tools
What is the functional area(s) of concern? What does the student need to be able to do that is difficult/impossible to do independently at this time?
Special needs
Current abilities
Arrangement
Support
Materials and equipment
Access issues
Attitudes and expectations
What specific tasks occur in the student’s natural environment that enable progress towards IEP goals?
What specific tasks are required for active involvement in identified environments?
Is it expected that the student will not be able to make reasonable progress toward educational goals w/o AT?
If yes, describe what a useful system of AT for the student would be like.
Brainstorm tools that could be included in a system.
Collect data on effectiveness
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Information found at Assistive Technology in the Classroom p. 220.

27. Applications for Reading
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28. Websites for Reading
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29. Applications for Writing
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30. Websites for Writing
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31. Applications for Math
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32. Websites for Math
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33. Applications for Communication
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34. Websites for Communication
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35. Smart Board Activities
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36. Legal Acts
Individuals with Disabilities Education Act (IDEA)
Student focus
Prior to 1997 IDEA mentioned AT as only supplementary aids and services, therefore consideration of AT was limited to students with severe disabilities.
After 1997 IDEA was dramatically changed by clearly defining assistive technology and requiring consideration of the AT needs of every student receiving special education services.
Also in 1997, IDEA inserted AT consideration into every IEP development process, which increased the number of students, along with the range of disabilities, for which AT solutions are now considered.
Information found at Assistive Technology in the Classroom p. 8-9.
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37. Legal Acts Cont. Back Home Next
Section 504 of the Rehabilitation Act of 1973
School focus
Section 504 states the following:
“No otherwise qualified individual with a disability in the United States … shall, solely by reason of her or his handicap, be excluded from participation in, be denied the benefits of, or be sunjected to discrimination under any programs or activity receiving Federal financial assistance.” (Assistive Technology in the Classroom p. 8)
Because the school receives federal funds, school districts must comply with Section 504.
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38. Legal Acts Cont. Back Home Next Americans with Disabilities Act (ADA)
Community focus
The ADA is aimed at preventing discrimination against individuals that is based on disability.
It also extends civil rights protection to public places, including educational institutions, places of employment, transportation, and communication services whether or not the institution or business receives federal funds.
Information found at Assistive Technology in the Classroom p. 9.
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39. Standards Back Home Next
2.1 Special education specialists align educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities.
2.2 Special educators continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.
2.3 Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities.
4.1 Special education specialists evaluate research and inquiry to identify effective practices.
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Standards found at “Council for Exceptional Children”.

40. Standards Cont. Back Home
4.2 Special education specialists use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families
4.3 Special education specialists foster an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry.
7.2 Special education specialists use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities
7.3 Special education specialists collaborate to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities.
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Standards found at “Council for Exceptional Children”.

41. How to Decide which Device to Use
IDEA says that the IEP teams must get together and ‘consider’ each student’s need for AT devices and services.
There are seven elements to think about when doing AT assessments:
Use of team approach
Focus on the student’s needs and abilities
Examination of the specific tasks to be completed
Consideration of relevant environmental issues
Trial use of assistive technology tools
Providing necessary supports
Viewing assessment as an ongoing process
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Information found at Assistive Technology in the Classroom p. 210.

42. How to Decide which Device to Use Cont.
Quality indicators for assessment of assistive technology needs:
Assistive technology assessment procedures are clearly defined and consistently used.
Assistive technology assessments are conducted by a multidisciplinary team that actively involves the student and family or caregivers.
Assistive technology assessments are conducted in the student’s customary environments.
Assistive technology assessments, including needed trials, are completed within reasonable timelines.
Recommendations from assistive technology assessments are based on date about the student, environments, and tasks.
The assessment provides the IEP team with documented recommendations about assistive technology devises and services.
Assistive technology needs are reassessed by request or as needed based on changes in the student, environment, and/or tasks.
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Information found at Assistive Technology in the Classroom p. 218.

43. References
Barge, John D., "Definition of Assistive Technology." Definition of Assistive Technology. Georgia Department of Education, n.d. Web. 09 Oct
"Tools for Life." Tools for Life. Ed. Georgia Tech. AMAC, n.d. Web. 09 Oct
"Assistive Technologies for People with Physical Impairments." GMC. General Medical Council, Web. 21 Oct
Logsdon, Ann. "Orthopedic Impairment - What Is an Orthopedic Impairment?" About. About Health, 20 Aug Web. 19 Oct
"Visual Impairment." KidsHealth. Ed. Jonathan H. Salvin. The Nemours Foundation, 01 Oct Web. 21 Oct. 2014
"Math Aids." School of Public Health and Health Professions. University of Buffalo, Web. 21 Oct. 2014
Stanberry, Kristin. "Talking Spell-checkers/Electronic Dictionaries." GreatSchools. GreatSchools, Aug Web. 21 Oct. 2014
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44. References Cont. Back Home
“Mouse Options." Assistive Technology Training Online Project. Assistive Technology Training Online Project, Web. 22 Oct
Stanberry, Kristin. "Assistive Technology Tools: Math." Great Schools. GreatSchools, n.d. Web. 22 Oct
Council for Exceptional Children. "CEC Initial and Advanced Preparation Standards." CEC Initial and Advanced Preparation Standards. CEC, n.d. Web. 03 Dec
"AAC - Mid Tech." CES. Collaborate for Education Services, n.d. Web. 13 Dec. 2014
Dell, Amy G., Deborah A. Newton, and Jerry G. Petroff. Assistive Technology in the Classroom. Second ed. N.p.: n.p., n.d. 7-9, , 172, 210, 220. Print.
"Categories of Disability Under IDEA." NICHCY. National Dissemination Center for Children with Disabilities, n.d. Web. 09 Dec
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