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Assistive Technology in the Classroom
Family Center on Technology and Disability |
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www.fctd.info “Technology has great potential in providing access for all learners. Through the use of a variety of assistive technologies, students with disabilities can have the ability to access the general curriculum. When assistive technology is appropriately integrated into the regular classroom, students are provided with multiple means to complete their work”
Janet Jendron
University of South Carolina Assistive Technology Project
“The Power of Assistive Technology” The Power of Assistive Technology |
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What is Assistive Technology? AT 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”
- 20 USC 1401(1)
AT can be anything from a simple device, such as a magnifying glass, to a complex device, such as a computerized communication system. www.fctd.info |
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AT Fosters Inclusion Inclusion: The practice of educating all or most children in the same classroom, including children with physical, mental, and developmental disabilities. (Association for Supervision and Curriculum Development)
AT helps students who have disabilities learn the material in a way that they can understand it
AT helps eliminate barriers students may face that prevent them from being at the same level as their classmates
www.fctd.info |
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AT Benefits ALL Students 15-20% of the general population is in need of some type of “cognitive task assistance.”
A large population of “at risk” students need assistance, but because they don’t easily fit into a diagnostic profile, they do not receive assistance; if AT is available to everyone, these students can benefit.
AT aids in all of the subject areas in school.
www.fctd.info |
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A Student’s AT Needs Evolve Over Time As a student’s schoolwork gets more advanced, their technology needs may change or increase.
New technology may become available that will better meet the needs of the student.
During a regularly scheduled evaluation, the IEP team or another professional may decide that another piece of technology will be better for the student. www.fctd.info |
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IEPs and AT IEPs play a big role in the AT services a student receives.
IEP (Individualized Education Program): Written document that describes a student with a disability’s educational plan; it discusses the disability, goals for the student, various things that need to be done throughout the school year, what services the school will provide, and where the student will learn.
Students receive AT through their IEP. www.fctd.info |
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IEPs and AT cont. When the IEP Team decides that AT is an option, they allow the student to borrow the device until it is known that that particular device will help the student in the way intended.
If the AT device is determined to be necessary, steps are made to purchase it or acquire it through a loan program.
If AT is suggested through the IEP, the school must provide a student with it according to the law. www.fctd.info |
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IEPs and AT cont. If an IEP Team feels they cannot make the best decision concerning a child and AT, the child may go through a secondary, independent AT evaluation.
AT evaluations look at the student’s abilities and needs, determine goals, and identify possible AT devices to try.
www.fctd.info |
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Teachers Can Make Their Classrooms More Conducive to AT www.fctd.info Have certain computers in the classroom that are set up for the use of the students with disabilities – ones that have necessary software on them.
Include AT in lessons
Familiarize the other students with the AT that other students may be using in the classroom and make sure they understand why this AT is being used. |
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Teachers Can Make Their Classrooms More Conducive to AT www.fctd.info Use AT even if it is not necessary; enlarge fonts, use amplification devices, use computers, have calculators available, etc. It will benefit all of the students |
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AT in the Classroom The AT you find in your classroom may be in place to aid in the following areas:
Computer Access
Composing Written Material
Communication
Reading
Learning and Studying
Math
Mobility
Vision
Hearing www.fctd.info |
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Types of AT in the Classroom www.fctd.info AT Category
Computer Access
Writing Examples
Word prediction
Switches
Voice recognition software
Alternate keyboards
Pointing options
Pen/Pencil grips
Adapted paper
writing templates
Word processors
Word card/book/wall
Spelling/Grammar Checker
Software Why Student Would Need
If a student cannot access the computer in its standard form and they need it to perform academic tasks
If a student is having difficulty with writing or with composing written pieces |
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Types of AT in the Classroom www.fctd.info AT Category
Augmentative/Alternative Communication
Reading
Examples
Communication board
Eye gaze board/frame
Voice output device
device with speech synthesis
Predictable texts
Book adapted for page turning
Electronic books
Single word scanners
talking electronic devices/software Why Student Would Need
If a student shows a documented difference between comprehension of language and ability to express it, demonstrates delayed expressive language, or if their speech is not understandable to those around them
If a student is having trouble understanding what they are reading or paying attention to the reading assigned |
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Types of AT in the Classroom www.fctd.info AT Category
Learning/Studying
Math
Examples
Highlighters
Recorded material
Hand-held scanners
Electronic organizers
Print or picture schedule
Number line
Enlarged worksheets
Calculators
Talking clocks
Voice Output measuring device Why Student Would Need
If a student is struggling to get their work done in a timely fashion or if they are having trouble understanding the various lessons
If a student is finding it difficult to keep up with the majority of the class on math lessons |
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Types of AT in the Classroom www.fctd.info AT Category
Vision
Hearing
Examples
Eyeglasses
Magnifier
Large print books
CCTV
Pen and paper
TTD/TTY for phone access
Signaling devices
Closed captioning
Hearing aids Why Student Would Need
If a student demonstrated trouble seeing or cannot see at all
When the student demonstrates trouble hearing or cannot hear at all Adapted from:
“A Resource Guide for Teachers and Administrators about Assistive Technology”
Penny R. Reed, Ph.D.
Elizabeth A. Lahm, Ph.D.
Wisconsin Assistive Technology Initiative
January, 2005 |
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General Technology General technology in the classroom can benefit students with and without disabilities.
Computers, calculators, projectors, smart boards, tape recorders, software, and handheld devices are examples of general technology increasingly used in classrooms.
Research shows that technology aids in enhancing content and skill acquisition by students with a wide range of learning styles.
Even if you do not have a designated student with special needs in your classroom, use technology supports, as they may help students with “invisible” learning disabilities who have not received formal diagnoses. www.fctd.info |
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Tips for Teachers Use technology!
Learn how to use the AT devices that will be present in the classroom.
Familiarize the whole class with the AT and why a certain student needs to use it; it aids in inclusion.
Incorporate AT into the regular school day.
Ask for help if you need it.
Sit in on IEP meetings if possible.
Work with the parents and the special education team or other professionals working with the student. www.fctd.info |
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Additional Resources Family Center on Technology and Disability
http://www.fctd.info/
National Dissemination Center for Children with Disabilities
http://www.nichcy.org
Center for Implementing Technology in Education
http://www.cited.org/index.aspx
Assistive Technology in the Classroom
http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/index.php/
Wisconsin Assistive Technology Initiative
http://www.wati.org/
Office of Special Education Programs
http://www.ed.gov/about/offices/list/osers/osep/index.html www.fctd.info |
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Family Center on Technology and DisabilityAcademy for Educational Development (AED)1825 Connecticut Avenue, NW7th FloorWashington, DC 20009-5721phone: (202) 884-8068fax: (202) 884-8441email: fctd@aed.org |
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