1. University of Northern Iowa Department of Special Education Susan Brennan, Ph.D. Chris Curran, Ph.D.

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3. Basics – Assistive Technology  Assistive technology 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 functional capabilities of a child with a disability.  Consideration is required by IDEIA http://www.cast.org/research/udl/index.html

4. Universal Design for Learning (UDL)  UDL – Universal Design for Learning Multiple means of representation to give learners various ways of acquiring information and knowledge. Multiple means of action and expression to provide learners alternatives for demonstrating what they know. Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn. Flexible digital media is easier than ever to provide these multiple alternatives Source: CAST

5. The Need for Literacy and Access  Literacy needs experience by children with disabilities – primary areas  Impacts access to other content  A significant focus of the recent technology boom has been on developing technology tools for literacy access. (Thompson, et al., 2005)

6. Low Tech  Pencil Grips  Reading Guides or Reading Pen  Highlighting Pens  Large Print Book  Bold Felt Tip Markers  Bold Lined Paper  Slate and Stylus  Abacus  Page Holder  Talking Book or Calculator  Picture Schedules, Choice boards Images from: Georgia Assistive Technology Project

7. High Tech  Reading Pen  Kurzweil 3000  Kurzweil 1000 (for students with visual impairments)  Write Outloud (Talking Word Processor)  Co-writer (Word Prediction Software)  Screen Reading Software  Voice Recognition Software  Computerized Books – Electronic Text Start to Finish (Don Johnston, Bookshare.org; Project Gutenberg)  Braille Embossers  Braille Translation Programs  Braille Note taking Devices Images from: Georgia Assistive Technology Project

8. School-wide framework to support access and achievement - Instructional Decision Making (IDM)  Each student is part of the general education system and has the means to (1) access the general education curriculum, or (2) demonstrate mastery of and receive an enriched/accelerated version of the curriculum  Shared Responsibility  Instructional Tiers & Data-Based Decision-Making

9. IDM CYCLES: Core, Supplemental, Intensive IDM Cycles  Curriculum  Instruction  Assessments Core Supplemental Intensive

10. Role of Teacher Preparation  Best Practice in Theory & Application  Extend Past Single Exposure/Class/Topic To Intentional and Extensive Coverage  Multiple Models  Integrated Experiences Supporting Technology With Diverse Students -- Core Curriculum Access and Achievement

11. Resources Accessible Texts and E-texts  National Instructional Materials Accessibility Standard - NIMAS http://www.iowa.gov/education/index.php?op tion=come_content&task=view&id=1600&ite mid=2379 http://www.iowa.gov/education/index.php?op tion=come_content&task=view&id=1600&ite mid=2379  Bookshare.org  Recordings for the Blind and Dyslexic www.rfbd.org

12. Additional Resources  Assistive Technology Training Online Project: http://atto.buffalo.edu/ http://atto.buffalo.edu/  Reading Rockets Technology Articles: http://www.readingrockets.org/article/c718/ http://www.readingrockets.org/article/c718/  Iowa Department of Education Instructional Decision Making http://www.iowa.gov/educate/index.php?option=com _content&task=view&id=801&Itemid=1305 Visit the Tech Brown Bag Wiki for Additional Resources