ASSISTIVE TECHNOLOGY RUBRIC
Definition
Classroom
Modifications
Assistive
Technology
Resources
When a person is
unable to produce
speech sounds
correctly or
fluently, or has
problems with his
or her voice, then
he or she has a
speech disorder.
Difficulties
pronouncing
sounds, or
articulation
disorders, and
stuttering are
examples of
speech disorders.
When a person has
trouble
understanding
others (receptive
language), or
sharing thoughts,
ideas, and feelings
completely
(expressive
language), then he
or she has a
language disorder.
Modify
assignments,
such as one-toone
presentation,
use of computer
with voice
synthesizer, and
reduced
assignments.
Shortened tests.
Substituting
written papers
or a project for
oral class report
Alter traditional
classroom
games or
activities to
reinforce
concepts for
review
First Words is a
language program
that has a number of
applications for
teaching those who
are developing or
reacquiring
language functions.
The program uses
graphic
presentations
combined with
synthesized speech
to teach highfrequency nouns,
and is one of many
software packages
that can help
develop both speech
and language.
There is also an
array of computer
software packages.
Augmentative or
alternative
communication
(AAC). AAC is the
use of symbols,
aids, strategies, and
techniques to
enhance the
http://www.asha.org/public/speech/disorders/ (definition)
http://www.niu.edu/success/accommodations.shtml#speech (classroom modifications)
http://www.superduperinc.com/handouts/pdf/207_Common_SLP_Terms.pdf (classroom
modifications)
http://www.projectidealonline.org/speechLanguageImpairments.php (assistive technology)
http://www.education.com/reference/article/speech-language-impairments/?page=3
(definition/assistive technology)
Special
Education
IEP
Speech
Language
communication
process. This
includes sign
language and
various
communication
boards, both manual
and electronic, that
are used by
individuals with
impaired oral motor
skills.
Cognitive
Disability
Substantial
limitations in ageappropriate
intellectual and
adaptive behavior.
This occurs in a
range of severity
from mild-severe
Hearing
Hearing loss that
Notetakers,
Audiotaped or
videotaped class
sessions,
extended exam
time, quiet
testing
locations, visual
instructions,
lecture outlines,
books on tape,
alternative
evaluation
methods(e.g.,
portfolio, oral
or video
presentations),
reinforcing
directions
verbally,
breaking large
amounts of
information or
instructions into
smaller
segments
* Set students
Digital camera take pictures of
signs, people,
wheelchairs,
walkers, crutches,
hearing aids,
reading machines,
electronic or manual
boards, computers
equipped with
speech output,
which highlights
and reads, software
to enlarge screen
images, talking
calculators
http://nichcy.org/disability/specific/intellectual
http://www.partnerstx.org/Resources/Mental_Retardation/FactSheet_NICHCY.htm
http://www.healthcentral.com/ency/408/001523.html?ic=506048
http://greg.quuxuum.org/journal/bryen.html
* Personal FM
http://www.nidcd.nih.gov/health/hearing/commopt.html
Impairment
prevents a person
from totally
receiving sounds
through the ear.
where they can
maintain eye
contact, and
always face the
student, and
have optimal
natural lighting
* Visual aids
* Provide an
outline in
advance of the
lesson/activity
to the student
with
expectations
* Write
assignments on
the board
* Elimanate
background
noise
* Label
materials
System
* Laptop computers
* Visual Alarms
* Hearing aids/
Cochlear implants
http://www.deaflinx.com/resources/resources-for-parents-with-deafand-hard-of-hearing-children.html
http://www.gallaudet.edu/Clerc_Center/Information_and_Resources
/Info_to_Go/Resources/Helpful_Books_and_Resources_for_Parents_of_
Children_Who_are_Deaf_or_Hard_of_Hearing.html
http://www.asha.org/public/hearing/hearing_orgs.htm
Visual
Impairment
Total blindness is
the inability to tell
light from dark, or
the total inability
to see. Visual
impairment or low
vision is a severe
reduction in vision
that cannot be
corrected with
standard glasses or
contact lenses and
reduces a person's
ability to function
at certain or all
tasks. Legal
The most basic
classroom
modification is
keeping
pathways clear
and objects in
their places.
For example,
any
manipulatives
kept in the
classroom
should be
consistently
kept in one
place so that the
A large variety of
assistive
technologies have
been developed for
individuals with
visual impairments.
Some of the more
low-tech options
were mentioned in
the classroom
modifications
section, as were
Braille keyboards.
Both dedicated
Braille keyboards
and portable Braille
Educating Students with Visual Impairments in Texas: Guidelines and Standards.
http://www.tsbvi.edu/attachments/EducatingStudentswithVIGuidelinesStandards.pdf
ADVISOR Teachers Homepage
http://www.e-advisor.us/teachers.php?fontsize=normal&hicontrast=
The Electronic Braille Book Library
http://www.braille.org/braille_books/
Accommodations to the Physical Environment: Setting up a Classroom for Students With
Visual Disabilities
http://iris.peabody.vanderbilt.edu/v01_clearview/chalcycle.htm
Instructional Accommodations: Making the Learning Environment Accessible to Students with
Visual Disabilities
http://iris.peabody.vanderbilt.edu/v02_successsight/chalcycle.htm
blindness (which is
actually a severe
visual impairment)
refers to a bestcorrected central
vision of 20/200 or
worse in the better
eye or a visual
acuity of better
than 20/200 but
with a visual field
no greater than 20°
(e.g., side vision
that is so reduced
that it appears as if
the person is
looking through a
tunnel).
vision-impaired
student can
easily access
them, and other
students should
not put books,
book bags,
coats or
anything else on
the floor. Other
modifications
make classroom
features more
accessible to a
visually
impaired
student, such as
tactile cues for
the student to
orient themself
to as they
navigate around
the room –
instead of a
nametag, a
square of
sandpaper (for a
blind student)
or a brightly
colored square
(for a student
with low vision)
might be placed
over their
coathook so that
they can
identify it.
Instructional
modifications
vary according
keyboard covers are
available. Other
assistive
technologies include
electronic Braille
note takers, tactile
symbols and
calendar systems,
video magnifiers,
screen reader
software, screen
enlarging software,
magnification
devices, and
portable media
players for audio
resources. A recent
development is the
paperless Braille
display, which is
portable and can
convert digital text
into Braille using
screen-reader
software, as well as
working with digital
Braille resources
such as The
Electronic Braille
Book Library.
American Foundation for the Blind: AFB Tech - Objective, comprehensive accessibility
evaluations of mainstream and specialized products.
http://www.afb.org/Section.asp?SectionID=53
to student
needs. Students
who only have
moderate low
vision may
simply need
large-font texts,
magnification
devices,
preferential
seating close to
the instructor
and any visual
instruction, and
use of highvisibility
materials.
Students with
blindness will
need more
extensive
modifications
such as Braille
texts, a Braille
keyboard, oneon-one tactile
instruction of
concepts, and
specialized
instruction in
concepts which
are not easily
communicated
because they are
completely
visual, or too
large or too
small to
understand
(such as “sky”,
“mountain
range”, or
“microscopic”).
Social skills and
independent
living skills
may also be part
of the student’s
curriculum,
since a blind
individual
cannot learn
these skills
through
observation as
sighted children
do.
Emotional
Disturbance
severe, pervasive,
or chronic
emotional/affective
condition. It
prevents the child
from performing
every day task. It
can be shown by
the child not
keeping/building
relationships with
others, pervasive
mood of being
unhappy or
depressed, and
some children
might have
inappropriate
behaviors or
feelings.
• Group
Guidance
• Modifying the
classroom
• Token
economies
• Promote
positive
behaviors
• Behavior think
sheets
• Develop short
and long term
goals for the
student. In the
plan create a
reward system
to be used. Such
as: give student
a check mark
for every 15
minutes
• Pagers- used to
send messages to
the student
• WatchMinderreminds the student
about behaviors so
they can keep watch
of their own
behaviors
• Computers
• Palm pilots
• Word processor
with voice
recognition - some
students with
emotional
disturbance have
troubles putting
words on paper.
http://glossary.adoption.com/emotional-disturbance.html- definition of emotional disturbance
http://specialed.about.com/od/StrategesforDifficultBehaviors/Strategies-For-Dealing-With-OrAvoiding-Difficult-Behaviors.htm classroom modifications
www.napcse.org/exceptionalchildren/emotionaldisturbance/ classroom modifications
http://www.gallaudet.edu/clerc_center- classroom modifications
http://www.ehow.com/about_7219566_assistive-technology-students-behavior-disorders.htmlassistive technology
behavior is
appropriate.
When the
student receives
8 checks they
may have 10
minutes of
computer time.
Learning
Disability
Includes any
student with
difficulty acquiring
listening, speaking,
reading, writing,
reasoning, or math
skills, due to
nervous system
dysfunction
There are
various
modifications
and
instructional
strategies that
can be used to
help students
with LDs that
vary based upon
the area(s) of
difficulty and
severity of
trouble. The key
is to find
methods that are
effective in
addressing their
specific needs
Abbreviation
expanders,
Alternative
keyboards, Audio
books and
publications,
Electronic math
work sheets,
Freeform database
software, Graphic
organizers and
outlining,
Information/data
managers, Optical
character
recognition,
Personal FM
listening systems,
Portable word
processors,
Proofreading
programs
Speech-recognition
programs, Speech
synthesizers/screen
readers, Talking
calculators
Talking spell
checkers and
electronic
dictionaries,
http://www.greatschools.org/special-education/assistive-technology/702-assistive-technologyfor-kids-with-learning-disabilities-an-overview.gs
http://www.ncld.org/
http://www.ldonline.org/
http://www.dldcec.org/
http://www.teachervision.fen.com/special-education/teacher-resources/6640.html
http://seriweb.com/ld.htm
Autism
Autism is a
complex
developmental
disability that
typically appears
during the first
three years of life
and affects a
person’s ability to
communicate and
interact with
others. Autism is
defined by a
certain set of
behaviors and is a
"spectrum
disorder" that
affects individuals
differently and to
varying degrees.
-Use concrete
examples when
possible.
-Relate
information to
the interests of
the student.
-Present one
concept at a
time.
-Review
material.
-Provide clear,
concise
directions.
-Minimize
distractions.
-Pre-teach the
material.
-Provide a copy
of the notes,
power-points,
etc… ahead of
time for the
student to
review.
-Highlight
directions on
printed
materials.
-Provide
preferential
seating.
-Pair with a
peer “buddy” or
place in a group
where student
Variable-speed tape
recorders, Wordprediction programs
-Voice Output
Communication
Aids (devices that
can record and
communicate
information – range
from simple tape
recorders to more
complex devices
such as talk pads
that can help
organize thoughts,
stories, etc…)
-Timers to keep on
task
-Computers-can
help student to stay
focused, on task and
organized
-Computer software
and games – very
stimulating and help
hold attention
-Digital images,
videos-help more
visually oriented
students to be
attentive
-iPads-more
advanced than many
of the other devices,
and able to serve
multiple purposes
(for instance, could
be used as a
communication tool,
could view videos
http://www.autism-society.org/about-autism/ - Autism Society – Definition
http://www.jimrodslz.com/sped/Disability_Info/Making%20Modifications%20Autism.pdf –
accommodations and modifications
http://www.specialed.us/autism/assist/asst10.htm - assistive technology
http://www.wati.org/content/supports/free/pdf/ASDManual-1.pdf - assistive technology
will be assured
success.
-Have a one on
one aide.
-Be consistent
and stick to
routines as
much as
possible.
-Help organize
student with a
notebook
organizer or
planner.
-Allow student
to get up and
move around
when overstimulated.
-Have a quiet
area where the
student can go
when overstimulated.
-Provide a
physical outlet
such as a stress
ball.
-Daily
communications
with parents via
a
communication
notebook.
-Inform student
of changes to
the routine or
transitions
before they
occur.
and images, do
activities and
games, could work
on assignments,
etc…
Orthopedic
Impairment
Orthopedic
impairment is
defined as a severe
orthopedic
impairment that
adversely affects a
child's educational
performance. The
term includes
impairments
caused by
congenital
anomaly (e.g.,
clubfoot, absence
of some member,
etc.), impairments
caused by disease
(e.g.,
poliomyelitis, bone
tuberculosis, etc.),
and impairments
from other causes
(e.g., cerebral
palsy, amputations,
and fractures or
burns that cause
contractures).
Many students
with orthopedic
impairments have
no cognitive,
learning,
perceptual,
language, or
sensory issues.
However,
individuals with
neuromotor
impairments have
a higher incidence
Provide study
outline, more
frequent
feedback from
teacher, allow
the students to
use alternate
form of
responses to
answer
questions such
as orally to
demonstrate
their
knowledge, or
use the voice
recognition
software so they
don't have to
type a lengthy
response,
modified tests
for the same
curriculum (i.e.
multiple choice
instead of
writing an
essay), provide
material in
lower grade
reading level,
alternate
curriculum
materials, extra
set of books at
home,
preferential
seating so they
have access to
materials within
Devices for
Positioning and
Mobility: These
assistive technology
devices focus on
helping the student
participate in
educational
activities. These
devices include:
canes, walkers,
crutches,
wheelchairs,
specialized exercise
equipment,
specialized chairs,
desks and tables for
proper posture
development.
Students may also
need adaptive
equipment to
participate in sport
and other physical
activities. They may
need modifications
for self-care
routines, such as
counters and sinks
that have adjustable
heights in the school
bathrooms. Lifts can
allow these students
to use the toilet
independently, or
changing tables may
be required.
Adaptive silverware
and cups may help
them feed
Orthopedic Impairments: http://www.projectidealonline.org/orthopedicImpairments.php
Educational Resources – Supporting Special Education:
http://web.ku.edu/~spedres/cat_accommodations.html
Classroom Modification Checklist: http://education.gsu.edu/physicaldis/mclass2.htm
United Cerebral Palsy Associations, Inc.: http://www.ucp.org/
Center for Disability and Development: http://cdd.tamu.edu/
American Academy for Cerebral Palsy and Developmental Medicine:
http://www.aacpdm.org/index?service=page/Home
Centers for Disease Control and Prevention: http://www.cdc.gov/DiseasesConditions/
National Institutes of Health: http://www.nichd.nih.gov/health/topics/
Families of Spinal Muscular Atrophy (SMA): http://www.fsma.org/Home/
Osteogenesis Imperfecta
Foundation: http://www.oif.org/site/PageServer?pagename=AboutOI
Parent Project Muscular Dystrophy:
http://www.parentprojectmd.org/site/PageServer?pagename=nws_index
Spina Bifida Association: http://www.spinabifidaassociation.org
Arthritis Foundation: http://www.arthritis.org/
of additional
impairments,
especially when
there has been
brain involvement.
For most students
with orthopedic
impairments, the
impact on learning
is focused on
accommodations
necessary for
students to have
access to academic
instruction.
classroom,
allow for
extended time
to respond to
questions, pair
up with peer
and provide
constant
feedback.
Depending on
the special
needs of the
students, several
modifications
can be made.
These are just a
few examples of
modifications
that can be
made for
students with
orthopedic
impairment.
themselves in the
lunch room. They
may also require a
ramp, or access to
an elevator for
mobility between
classes. The
students may need
additional time to
transition between
classes, so the
proximity of the
classrooms need to
be considered. The
student should be
able to freely move
around the room,
use materials and
supplies, and pull up
to tables and desks.
Workstations and
desks that can adjust
their height with the
push of a button
may help.
Devices to Access
Information: These
assistive technology
devices focus on
aiding the student to
access the
educational
material. These
devices include:
speech recognition
software, larger
keyboards, onscreen
keyboards, screen
reading software,
augmentative and
alternate
communication
devices such as
communication
boards, touch
screens (touch PC),
eye controlled input
devices or other
electronic input
devices, joysticks,
text-to-speech or
speech synthesizers,
and other academic
software packages
for students with
disabilities. They
may also need
modified
instruments for
scientific laboratory
experiments, such as
electronic bulbs
instead of pipette
bulbs. Students may
need access to a
computer to record
data and write their
laboratory reports,
using assistive
technology such as
altered keyboards,
eye-controlled input
systems or
trackballs.