Standard IX Samples
STANDARD 9: The IECE Educator Demonstrates the Implementation of Technology
The IECE educator uses technology to support instruction; access and manipulate data; enhance professional growth
and productivity; communicate and collaborate with colleagues, families, and community agencies; and conduct
research.
Performance Criteria:
9a.Use multiple technology applications to support child learning.
Examples: Smartboard, computer centers, Ipads, CD players, digital microscope, document camera, smart phones,
Internet resources, and Webpage, Newsletters to families, and resources available at site.
9b.Select appropriate technology to enhance instruction.
Examples: Smartboard activities, Apps, CD’s, digital cameras, virtual field trips, Computer games, Video clips, Music
Videos, ver-table,web cams, Digital Stories, resources available at site.
9c. Engage children in their use of technology to meet their learning needs and interests.
Examples: Children hands on use of smartboard activities, digital cameras, virtual field trips, I pad apps, computer
games, web cams, use of digital microscope, use of CD/tape players or I pods, ver-table, and resources
available at site.
9d. Use technology to meet special needs of children.
Examples: any adaption to pencils, paintbrushes, crayons, writing instruments, picture schedules, communication
boards, touch screen computers, adapting toys for the children’s use, social stories with prompts, chairs to
help children stay in proper position, adaptive scissors, modifications to computer keyboard and mouse,
resources available at site. [See Examples of Assistive Technology below and Adaptation Matrices on the IECE
Webpage.]
9 e. Demonstrate ethical and legal use of technology disciplines.
Examples: Signed parental permission forms to photograph or video students, signed parental permission forms to post
children’s pictures on website/blogs, wikis, and other social media; Teacher candidate signs a verification
form that they will ethically and legally use technology available to them in the classroom and a
Confidentiality Statement, resources available at site.
Examples of Assistive Technology
Domains Related to Student’s IEP
Physical: Vision; hearing; health; motor abilities; speech mechanism.
Vision
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Hearing
 Pen and paper
 TTY/TDD with or without relay
Eye glasses
Magnifier
Large print books
Screen magnification software
Screen color contrast
Braille materials
Braille keyboard and note taker
 CCTV (closed circuit television
 Screen magnifier (mounted over screen)
 Screen reader, text reader
 Alternate keyboard with enlarged keys
 Enlarged or Braille/tactile labels for keyboard
 Braille translation software
 Computer/portable word processor
 Signaling device
Standard IX Samples
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Close Captioning
Computer aided note taking
Phone amplifier
FM or Loop system
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Seating and
Positioning
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Non-slip surface on chair
 Bolster, rolled towel, cushion, blocks for feet
Supports, restraints
 Adapted/alternative chair, sidelyer, stander
Pressure monitors
 Custom fitted wheelchair or insert
Adjustable tables, chairs, desks, equipment, mounts, etc.
Mobility
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Walker
Powered mobility toy
Powered scooter
Adapted vehicle for driving
 Grab bars and rails
 Manual wheelchair including sports chair
 Powered wheelchair
Mechanics of
Writing
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Variety of pencils and pens
Computer with word processing
Pre-written words/phrases
Templates
Word prediction software
Talking calculator
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Computer
Access
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Keyguard
Arm support
Alternate keyboard
Switch with Morse code
Voice recognition software
 Keyboard with accessibility options
 Track ball/joystick with on-screen keyboard
 Pointing options/Head mice
 Switch with scanning
 Word prediction/abbreviation expansion to
reduce keystrokes
Real Time Captioning
Flash alert signal on computer
Personal amplification system/Hearing aid
Infrared system
Pencil/pen with adaptive grip
Portable word processor (e.g., Alpha Smart)
Slant board
Voice recognition software
Adapted paper (e.g., raised line or
highlighted line
Communication: Speech sound production and use; receptive and expressive language; voice;
fluency; augmentative and alternative communication.
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Eye gaze frame
 Voice output device with dynamic display
Simple voice output device
 Voice output device with speech synthesis
Scripted conversations
 Voice output device with icon sequencing
Communication board with pictures/words/ objects
Cognitive: An appraisal of aptitude and mental processes by which an individual applies
knowledge, thinks, and solves problems.
Learning and
Studying
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Print or picture schedules
 Aids to find materials (e.g., color coded folders)
Highlighted text
 Voice output reminders for assignments, tasks
Recorded material
 Electronic organizers
Single word scanners
 Pagers/electronic reminders
Hand-held scanners
 Software for concept development
Hand-held computers
 Home-to-school communications
Agendas/schedules
 Study guides (modified)
Copy of lecture notes
 Structured teaching activities
Graphic organizers and/or Software for organization of ideas
Academic Performance: Basic and content reading; reading comprehension; mathematics
Standard IX Samples
calculation, reasoning, and application; written expression; oral expression; listening
comprehension; learning preference; learning style, strategies; effect of the disability on
acquisition, development, mastery and applications of academic skills.
Reading
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Predictable books
 Changes in text size, spacing, color, background
Single word scanners
 Book adapted for page turning
Electronic books
 Use of pictures/symbols with text
Reading pen
 Talking electronic device to speak challenging
Book worm
words
Scanner with Optical Character Recognition and talking word processor
Math
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Abacus/Math Line
 Software for object manipulation
Math “Smart Chart”
 Money calculator/Coinulator
Talking watches/clocks
 Tactile/voice output measuring devices
Talking calculators
 Calculators with/without print out
Alternative keyboard
 Calculator with large keys and/or display
Math software
 Calculator with speech/special features
Enlarged math worksheets
 On-screen/scanning calculator
Voice recognition software
Alternatives for answering, explaining, or giving examples
Composing
Written
Material
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Word cards/book/wall
Writing templates
Talking word processor
Abbreviation/expansion
Social Stories
Voice recognition software
 Pocket dictionary/thesaurus
 Electronic/talking spell checker/dictionary
 Word processor with spell checker
 Word processing with writing supports
 Multimedia software
 Writing with symbols
Vocational Functioning: General work behaviors; following directions; working independently
or with job supports; job preferences/interests; dexterity; abilities; interpersonal relationships
and socialization; related work skills.
Any item from other categories that enable an individual to perform or train for a
vocational task with a greater degree of independence may be categorized here.
Recreation/Leisure Functioning: Free time; maintenance of physical fitness; use of generic
community recreation facilities and resources and degree of social movement.
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Switch adapted toys
 Toys adapted with Velcro, magnets, handles…
Universal cuff to hold crayons…  Adapted sporting equipment (e.g., beeping balls)
Modified utensils
 Electronic aids to operate TV, VCR, DVD, CD…
Art software
 Arm support for drawing/painting
Computer games
 Adapted playground equipment
Other software
Environmental Functioning: Relationship with family; relationship with peers; family’s
dominant language; cultural influences; expectation of the parents for the child or young in the
home, schools, and community environment; service received in the community; economic
influences.
Standard IX Samples
Activities of
Daily Living
(ADLs)
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Nonslip materials
Adaptive eating utensils
Adaptive drinking devices
Adaptive devices for hygiene
Adaptive bathing devices
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Universal cuff/strap to hold items in hand
Color coded items for easier locating
Adaptive dressing equipment
Adaptive equipment for cooking
Environmental  Light switch extensions
 Interface and switch to activate battery operated devices
Control
 Interface and switch to turn on electronic appliances
 Infrared/Radio/Ultra sound to remotely control appliances
 Electronic aide to daily living controlled through augmentative device
Websites:
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Kentucky Assistive Technology Service Network: http//www.katsnet.org/
Kentucky Assistive Technology Resource Centers: http://www.katsnet.org/atrc.html
Guide to assistive technology funding in Kentucky: http://www.katsnet.org/fundingbook.html
Closing the Gap (resource site): www.closingthegap.com
LD Online: www.Ldonline.com
Family Center on Technology and Disability: www.fctd.info
Wisconsin Assisted Technology Initiative: www.wati.org
Adapted from Pulaski and Hardin County School Districts