The Assistive Technology Implementation Plan
Danica
Danica is a Grade 6 student who struggles with reading, although when materials are read to
her, she can understand grade-level concepts very well. She likes to be independent in reading,
and enjoys activities online that use an audio component to provide the instructions – without
this, she cannot access the print. She is an excellent internet researcher as she navigate visual
graphics very well. Danica has difficulties printing and spelling, which causes her work to be
very disorganized – something she doesn’t like at all. In speaking, she self corrects her errors
with success and participates verbally as much as possible in all activities. In past grades, she
loved having stories and texts read aloud to her; she was able to keep up given her great
verbal skills and excellent memory. However, now that she is in grade 6 and is required to
complete independent reading and writing tasks to demonstrate learning, she is falling
behind. Danica is a confident and quick learner and wants very much to succeed.
Part D: Recommended Assistive Technologies
The assistive technologies that Danica could benefit from are listed below:
Recommended
Assistive
Technology
Premier
Benefits
TEXT-TO-SPEECH software
- translates typed documents to speech
- reads web pages, pdf documents, MS word documents and
scanned documents
- converts text documents to audio files
- Highlights, extracts and summarizes text
- Word prediction tool
- Talking calculator
- Thesaurus and dictionary tools
Alpha Smart
- A brand of portable, battery powered, word-processing
keyboards
- Students can access and store written files
- Can be plugged into a USB port for transferring the written
text into a computer's word processing document for further
editing or printing
- Features a calculator, spell checker, thesaurus and writing
support tools
- Allows students to work independently and reduce
frustration
- Affordable (~ $200) and durable
Dragon Naturally
Speaking
SPEECH RECOGNITION software
SPEECH TO TEXT
- Command input (command and control Windows
applications)
- Send email and IMs by voice
- Edit and format documents by voice
- Enables students to more easily transfer their ideas into
print
- Circumvents the most frustrating aspects of text generation
including brainstorming, outlining and spelling
- Provides remedial reading assistance for both decoding and
comprehension
- Enables greater independence
- Frees up cognitive space
Kurzweil
TEXT – TO – SPEECH software
- reads documents that have been scanned, text on the
Internet, MS Word documents, PDF documents, and text
converted to KESI format
- Study skills tools: create study notes, study from textbooks,
highlight and extract important text, dictionaries, thesaurus,
syllabication, voice, text, foot and sticky notes, talking word
processor with word prediction, vocabulary list building tool
- Independent Test Taking – Students can complete
worksheets, classroom tests and standardized test while
using a customized selection of writing tools, comprehension
aids and visual modifications
- Can increase reading fluency, help with retention and
comprehension, foster independence
Smart Ideas
CONCEPT MAPPING software
- Allows students to create a map of their thoughts and the
connections between them
- Helps with the writing process by supporting working
memory, sequencing and detail
- Incorporate links to websites and multimedia- Turn a
concept map into a sequenced outline to prompt writing
Rulers
- Enables children to read one line at a time
- Lowers anxiety related to becoming overwhelmed by all the
text on a page to read
Coloured
Transparencies
Enlarged Texts
Book Holder
Reading Helper
Reading Strips
Highlighters
Pencil Grips
Specialty Paper
Thick Pencils
Correction Tape
Carbon-Copy Paper
Slant Boards
Photocopies
Erasable
highlighters and
pens
Dictionaries
- Place over text, some students can’t read black font on a
white background
- Make text larger so students can read the text better
- Holds the book or text so students don’t have to, keeps the
reading material in front of them and blocks out any
distractions
- Plastic strip with highlighting in the middle to help students
track text as they read
- Enhance the important aspects of the text so the students
aren’t distracted by other text that isn’t as important
- Assist the students in holding their pencil, makes it more
comfortable for them
- Raised lines, and larger area for writing helps the students
to stay in the right area when writing
- Easier for students to hold on to
- Usually for primary grades when students are starting to
write, but can be incorporated with older students
- Correct mistakes made by students
- Take out words or phrases that are unimportant
- Ability to make copies of notes for students who have a
hard time keeping up with the note taking in the class
- Angled board to assist with writing
- Some students can’t write on a flat surface, by keeping the
paper on an angle can help with writing
- Make copies of notes for more than one student
- Used for notes or teacher notes ahead of time for students
who need to have the notes in front of them while the
teacher is talking
- Gives the students a “heads up” on what is going to be
discussed during specific lessons
- Erase highlighting when finished with text
- Correct mistakes when using a pen for writing
- Use for correct spelling of words
- Helps with using the correct word
Part A: Training: this section outlines the training required for the technologies listed
above.
Student: Danica will require training with these programs, each of which involves changing
text into audio, audio to text, and portable recording. The funding for this training is
provided by the Ministry of Education, after following the guidelines for receiving Special
Education Allowance. Danica would also require training from the teacher regarding how
to use the low technology tools to meet her needs effectively. These include the rulers,
highlighters, and dictionaries. Additionally, many of the software programs are
accompanied by training tutorials for student success.
Teacher: most of the above programs will require training before use, and so the teacher
should also receive training on the programs being used. For each assistive technology, one
or two full days of training would suffice.
Family: If the family members are also trained on these programs, they will be able to assist
Danica as she does her homework. Training will need to be funded privately.
Part B: Technical Support
The following is a list of technical supports needed for Danica:
- Computer/laptop & headphones with microphone – at school and at home
- Computer technician(s) to install software and ensure accessibility – at school
- Colored printer to print text in various colors – at school & home
- Colored paper to print – at school & home
The following is a list of technical supports needed for Danica’s Teacher:
- Computer/laptop with installed programs – at school
- Computer technician(s) to install software and ensure accessibility – at school
- Colored printer to print text in various colors – at school
- Colored paper to print – at school
- Professional development training time – outside of school hours, or supply teacher time
Part C: Monitoring (Assessment of Effectiveness) Checklist:
Transition checklist
Assistive Technology used: _______________________
Student Name: _____________________
Question/Observation
Student is aware of
responsibilities in using
assistive technology
Student is able to seek
assistance and ask
questions as needed
Student is aware of
restrictions and
limitations within
assistive technologies
Student has received
training
Student has set
attainable goal(s)
involving assistive
technology
Never/Somewhat/Often/Always Comments
Parent Feedback checklist
Assistive Technology used: _______________________
Student Name: _____________________
Question/observation
Never/Somewhat/Often/Always Comments
Parents observe
improvement in
student’s ability to access
information
Parents observe a change
in students ability to
express knowledge and
learning
Parents have concerns
regarding their child’s
use of assistive
technology
Self-Evaluation checklist
Assistive Technology used: _______________________
Student Name: _____________________
Question/observation
Student is aware of how
the assistive technology
assist in learning
Student knows
appropriate use of
technology
Student is able to choose
appropriate type of
assistive technology for
the task at hand
Student is aware of
improvement and
notices success
Student is comfortable
using assistive
technologies
Never/Somewhat/Often/Always Comments
Part E: I.E.P. Revisions
The revisions required in I.E.P. in order to include assistive technology need to be
addressed in I.E.P. when funding is desired. Low-technology items, such as rulers, do not
require revisions to the I.E.P. The following is a list of revisions required to access high-tech
assistive technologies:
-
-
Student identified as exceptional by IPRC- check here
Recommended Program- must refer to assistive technology required
“Information Sources must clearly indicate the report and professional’s name who
is recommending the equipment. It must state in the summary of results that SEA
equipment is recommended.”
Subjects, courses, or alternative programs- list accommodations (i.e. use of
technology in specific subjects)
Accommodations- this is where you list assistive technologies required
Individual equipment – must check “yes”
Provincial Assessments – list assistive technology required to complete these
standard tests
Human Resources- list outside agencies
Signatures- parent, guardian, and principal
Resources
Bullock, K. (September 2007). Dragon Naturally Speaking Quick Reference Guide.
Gilbert, J. Reading and Writing Assistive Technology, Ottawa-Carleton District School Board
Hutchinson, N.L (2009). Inclusion of exceptional learners in Canadian schools: a practical
handbook for teachers, 2nd ed. Pearson.
McDonald- Zavarce, J. (2007). Kurzweil Quick Tips for Teachers/Students/Parents
Spurgeon, M. SEA IEP Booklet for assistive technology, Ottawa-Carleton District School
Board. Retrieved on July 20, 2011 from
http://vista4.uottawa.ca/webct/cobaltMainFrame.dowebct?appforward=/webct/st
artFrameSet.dowebct%3Fforward=organizer_generalFromCourseChannelList%26lc
id=5088798489001
Smart Ideas- ETI Program OCDSB/OCRI September 2004