ASSISTIVE TECHNOLOGY RUBRIC
Definition
Classroom Modifications
Special
Educati
on
: is the education of
students with special
needs in a way that
addresses the
students' individual
differences and
needs.
Skipping subjects, simpler assignments,
shorter assignments, extra aids,
extended time
IEP
: the IEP should
describe how the
student learns, how
the student best
demonstrates that
learning and what
teachers and service
providers will do to
help the student
learn more
effectively.
: impairments of
speech or receptive
language. Speech
disorders usually
involved difficulties
with articulation
Depends on what the IEP is designed for
Speech
Langua
ge
Written assignments or exams, extended
time
Assistive
Technology
any service
that directly
assists a child
with a
disability in
the selection,
acquisition, or
use of an
assistive
technology
device
Depends on
what the IEP is
designed for
generally be
improved or
resolved with
speech
therapy,
usually
requiring
treatment over
months or
years
language
therapist
generally leads
to
Resources


http://en.wikipedia.org/wiki/Special_education
http://www.isbe.state.il.us/spec-ed/html/assist_tech.htm

http://en.wikipedia.org/wiki/Individualized_Education_Program

http://glossary.adoption.com/speech-and-language-disorders.html
Cognitiv
e
Disabilit
y
: means significantly
subaverage
intellectual
functioning that
exists concurrently
with deficits in
adaptive behavior
and that adversely
affects educational
performance.
Taped materials, large print text,
highlight tapes, extended time,
shortened assignments
Hearing
Impairm
ent
Any damage to any
structure in the ear,
which interferes
with hearing
Sit student in front of the class,
effectively use graphic organizers,
minimize oral testing, reinforce and
accept gestures, approximations, and
signs
Visual
Impairm
ent
Characterized by
blindness or
partial sight loss
Visual descriptions are very
valuable, extended time on all
assignments, taped lectures if
possible, large print materials
improvement
in functional
communicatio
n skills
computer with
speech
capabilities
large print
books, the
writing bird,
visual
schedules,
highlight tape,
intellikeys,
speaking
homework
wiz, stanley’s
sticker stories,
talking
calculator
hearing aids,
sound field
system, TDD
Glasses,
video
magnifiers,
screen
readers



http://www.specialed.us/issues-eligibility/Cognitivedisability.html
http://ck052.k12.sd.us/SPED%20465/AssisTechForCogDisab.htm
http://www.ldat.org/ld_info/accommodations.html


http://www.brighthub.com/education/special/articles/2914.aspx
http://www.jimrodslz.com/sped/Disability_Info/Making%20Modifications
%20Hearing%20Impaired.pdf

http://www.spiritlakeconsulting.com/COPT/specialeducation/vi_mo
d.html
http://www.ehow.com/about_5479209_assistive-technology-visualimpairment.html

Emotion
al
Disturba
nce
(A) An inability to
learn that cannot
be explained by
intellectual,
sensory, or health
factors.
Behavior check cards, emphasis on
successes, continuous positive
reinforcers, extended time
(B) An inability to
build or maintain
satisfactory
interpersonal
relationships with
peers and teachers.
Learnin
g
Disabilit
y
Autism
a classification
including several
disorders in which
a person has
difficulty learning
in a typical
manner, usually
caused by an
unknown factor or
factors.
Autism is
a disorder of
neural
development chara
cterized by
impaired social
interaction and co
mmunication, and
by restricted and
repetitive
behavior.
Learning disabilities can be
categorized either by the type of
information processing that is
affected or by the specific
difficulties caused by a processing
deficit.
Counseling
to learn to
cope with
emotions, the
motivaider,
the talk light,
iPod, point
sheet and
behavior
charts



http://www.education.com/reference/article/Ref_Emotional/
http://at4schools.wetpaint.com/page/Technology+Aided+Strategies
+for+students+who+are+Emotionally+Disturbed
http://www.ldat.org/ld_info/accommodations.html
Depend on
the learning
disability the
student has

http://en.wikipedia.org/wiki/Learning_disability
Visual
representatio
n systems (It
is important
to determine
which visual
representatio
n system is
best
understood
by the child,




http://en.wikipedia.org/wiki/Autism
http://www.specialed.us/autism/assist/asst10.htm
http://www.bellaonline.com/articles/art35123.asp
http://ezinearticles.com/?Simple-and-Effective-AutismModifications-for-the-School-Aged-Child&id=1087819
Depends on the learning disability
the student has
Instructional modifications,
additional supports, transitions,
environmental modifications,
consistency, build emotional and
social strength
Autism affects
information
processing in
thebrain by
altering how nerve
cells and
their synapses con
nect and organize
Orthope
dic
Impairm
ent
a bodily
impairment that is
severe enough to
negatively affect a
child’s educational
performance
Needs longer time to communicate,
provide keyboard mods, voice
recognition, scaffold lessons,
computer technology is important
for this disability
Other
Health
In strictest
definition, hyperac
. Make sure your child has an
"advantageous" seating location.
and in what
contexts.
Various
visual
systems, such
as objects,
photographs
, realistic
drawings,
line
drawings, an
d written
words, can
be used with
assorted
modes of
technology,
as long as the
child can
readily
comprehend
the visual
representatio
n.
Voice
recognition
software is a
must,
alternative
keyboards,
voice
activated
environmenta
l cues
Invisible
clock/motivat



http://education.gsu.edu/physicaldis/mclass2.htm
http://www.brighthub.com/education/special/articles/30418.aspx
http://www.assistivetechnologies.com/tech.asp


http://www.wisegeek.com/what-is-hyperactivity.htm
http://school.familyeducation.com/learning-
Impair
ment
Hypera
ctivity
tivity refers to
activity, most
often physical,
above the normal
level for a person
within a particular
age group
This may not always mean placing
her in the front and center of the
classroom. Her teacher needs to find
the most productive "fit" for your
child.
2. Provide an individualized, written
schedule that your child can refer to
when needed.
3. Assign your child a "study buddy"
if he needs one-on-one attention to
complete assignments.
4. Stabilize the school environment
as much as possible, making sure
that school supplies are in the same
location each day.
5. Provide a second set of textbooks
for your child to keep at home.
6. Consider keeping your child in
the same classroom all day or
moving her learning environment as
necessary, depending on her needs.
7. Provide technological
accommodations such as a laptop
computer. This might lessen your
child's tendency to lose papers.
8. Appoint a single person, such as
an instructional aid, to whom your
child reports to for help.
Read more on
FamilyEducation:http://school.famil
yeducation.com/learningdisabilities/treatments/37770.html#i
xzz1H745FXXZ
or, computer
aided
instruction,
writing aids
(voice
recognition
software),
organizationa
l tools
(PDA’s)

disabilities/treatments/37770.html
http://www.ehow.com/facts_6320346_technology-adhd.html