Researching Assistive Technology by Using Real-Time
Internet Sources
Project Overview
Definition of Assistive Technology:
“Assistive technology means 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 children with
disabilities.”
(Federal Register, August 19, 1991, p. 41272).
Overview:
It is vital for future teachers to understand the importance and the relevance of
using assistive technology in their future classrooms with students with special
needs. These students have so much technology available to them and can be
greatly improved with the use of these devices. Therefore, pre-service teachers
should conduct up-to-date research on the Internet about these resources so that
they have the most current and applicable information about the assistive
technology devices available to students with special needs.
In this RWLO, students will use the Internet to conduct near real-time research
about these assistive technology devices geared towards students with particular
disabilities. This Internet-based information is unique and compelling because
these technological devices are ever-changing and many of the informational
details are found only on the Internet. Students will have the opportunity to
investigate the most up-to-date devices available to assist students in a
classroom setting.
Once students conduct this research, they will construct this information into a
proposal-format to their future fictional principal, convincing him/her to purchase
certain assistive technology devices for a fictional student. The proposals will be
persuasive and the information included will be compelling and current.
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Student Learning Objectives
For this RWLO, the student will be able to:

use the Internet to learn more about Assistive technology and products
associated with assistive technology.

access and explore websites that include up-to-date and the most current
data

analyze pieces of assistive technology according to current availability,
price, possible uses, accuracy, and appropriateness.

write a formal proposal to a fictional principal persuading him/her to buy
specific pieces of assistive technology.
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Procedure
Time: Approximately 90 minutes- 2 hours
Materials: Computers with Internet access and word processing programs
Prerequisites: Students should have some familiarity with Internet searching,
technology devices, and the use of technology in a classroom setting.
Implementation: This RWLO can be in the classroom to introduce students to
devices associated with Assistive Technology and their uses in a classroom
setting.
Steps:
1. Discuss the definition of Assistive Technology and the devices used by
students with disabilities.
“Assistive technology means 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 children with disabilities.”
(Federal Register, August 19, 1991, p. 41272).
2. As a class, investigate a website that explores different assistive
technology devices and discuss how they could be used in a classroom.
Brainstorm classroom integration practices. Speculate on pros and cons
for the different devices.
3. Explain to students that they will be writing persuasive proposals to
principals asking for specific assistive technology devices to assist
students with special needs.
4. Present an example proposal and explore the different components of a
properly written proposal.
5. Give students directions about they proposal they will be writing, i.e. the
choice of a particular disability and the devices associated with that
disability.
6. Have students go the computers and access the URLs given in order to
explore different devices particular to the disability chosen. Once students
have used the URLs provided, they may then search for additional
relevant sites on their own.
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7. Once students have completed their proposals, each will present his/her
proposal and the devices found.
8. Students will engage in discussion about varying technology devices and
the positive and negative aspects foreseen in a classroom setting.
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Content Material
Student Directions:
Situation: As a teacher, you find out that one of your students has one or more
disabilities. Because you know that technology can be a great asset to that
student, you want to seek out and provide appropriate tools that will meet the
needs of that student. Your principal has told you that s/he will fund some
assistive technology for that student but s/he wants you to do the research on
those tools and submit it for his/her perusal. S/he will then make the decision for
the purchase of the tool(s).
Your job is to write a proposal to your principal for assistive technology tools for
your student. You will need to convince your principal of which products to
purchase for your student, why they are necessary, and what you will be doing
with those devices in your classroom to improve student achievement.

In your proposal, you will need the following components:
a) A summary of your student and his/her needs so that your principal
understands your focus and the reason for your proposal.
Choose from one or more of the following disabilities for your student:
 Blind/low vision
 Deaf
 Deaf & Blind
 Attention-Deficit
 Motor problems
 Non-verbal
 Processing defects
 Communication defects
b) A list of at least 5 forms of assistive technology that will assist that
student in his/her learning. You must explain each one. Include a
description of each tool, how the student would use it, your opinion
of its merit, where you could buy the tool, how much it will cost
(app.), and any other positive or negative aspects of the tool. Your
goal is to provide your principal with as much information about
each tool so that s/he can make an informed decision for your
student. You also want the best decision to be made for this
student because, of course, that student is your responsibility.
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Referenced URLs:

http://www.assistivetech.com/prod-hardw-index.htm (This website of
Assistive Technology, Inc, discusses current and newest products
available focusing on different disabilities.)

http://www.abledata.com/abledata.cfm?pageid=19327&ksectionid=19
327 (This website of Abledata also lists current products. This data is
only available via the Internet and is constantly being updated.)

http://www.atia.org/ (This website of the ATIA discusses all current
issues and developments in the area of Assistive Technology.)

http://www.google.com (This is a general search engine so students
can begin to search for products on their own, specific to the disability on
which they are focusing.)
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Assessment
Students will be required to:
a) Explore Assistive Technology Devices relevant to a particular
disability.
b) Construct a well-written proposal outlining appropriate devices and
defending their merit in a classroom in order to improve student
achievement.
c) Present proposal and devices to the class.
Students will be assessed and receive credit based on the following:

Appropriateness of assistive technology devices

Thoroughness of detail given about each product

Persuasiveness of proposal

Ability to foresee ways these devices could/should be used
in a classroom setting
Statement
Student has chosen at least 5 appropriate assistive
technology devices for the specified disability.
Student has included great detail about each device,
including price, description, and availability.
Student has included his/her own opinions about each
product and the possible ways each could be used in a
classroom.
Student wrote a proposal in a persuasive and thorough
manner.
Student presented information to the class in an informative
fashion.
Possible
Points
25
25
20
15
15
Total
Possible
Points
100
7
Points
Earned
Total
Points
Earned
Links to Course Competencies
This RWLO could be applied in the following courses: Technology for Teachers
(EDU 120). Specifically, this RWLO meets the following course competencies:
Students will be able to:

develop methods of assessing technology hardware appropriate for
classroom use

demonstrate different uses of classroom technology materials

apply instructional strategies that effectively integrate technology use in
the classroom

gather educational technology resources appropriate for their classroom
use
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Supplementary Resources

http://www.rehabtool.com/
This site focuses on helping children with disabilities “enhance their lives,
increase their independence and productivity, and gain greater social
inclusion through the use of leading-edge assistive technology.” There are
many products and devices explored on this website.

http://www.nockonline.org/?gclid=COayjPfY0YkCFUUzGgodPEtfiQ
This website is sponsored by NOCK, the National Organization Caring for
Kids. It focuses on improving the lives of children with special needs through
the use of Assistive Technology devices.

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm
This website focuses on Assistive Technology to meet K-12 students’
needs. It gives some easy-to-understand lists of possible devices for
students with all different special needs.

http://www.microsoft.com/enable/at/types.aspx
Microsoft offers some information about Assistive Technology products on
this site. It includes brief and understandable descriptions and a wide-range
of products.
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Recommendations
Recommendations for Integration:
This RWLO could also be integrated into a classroom curriculum in the
following ways:

Students could receive the RWLO as an individual assignment to be done
outside of class as a supplemental assignment.

The instructor could include this RWLO into an online-based class so that
the instructions are given in an online format and students could complete
the activity individually or in small “virtual” groups.
Back-up:

If students do not have access to a computer lab so that they can each
have access to their own computer, the Instructor may use a computer
with a projection device to investigate websites as a class in order to gain
the information needed to understand this RWLO.

If students and the Instructor do not have access to the Internet during this
time, the websites could be given to the students as a list on a document.
Students can then access these sites on their own at their personal or
other computer.

The instructor should be prepared with paper printouts of the main aspects
of each Assistive Technology site, including examples of devices, for
students to view if access to the Internet is limited.
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