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Digital Natives- people who spend their entire
lives surrounded by technology such as
computers, video games, DVD players ect…..
Digital Immigrants- experienced a childhood
without cell phones, personal computers and the
Information Highway. ( usually over 30)
“Today’s students are no longer the people our
educational system was designed to teach.”
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Technological breakthroughs for individual
with disabilities being in the 1800’s. ( military
and medical advancements.
o 1803 begin the use of raised dots for military
messenger known as night writing . Used for
communication after dark. Later used for Braille.
o 1892 the Braille typewriter was developed.
o 1926 the first audiometer was developed
o 1966 the laser can was developed for the blind
o 1957 the launch of Sputnik (Russian)
o 1996 the government made GPS available for everyone
to use
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According to the Assistive Technology Act (PL 108364) an assistive device is any item, piece of
equipment, or product system whether acquired
commercially off the shelf, modified, or customized
that is used to increase, maintain, or improves
functional capabilities of individuals with disabilities
Academic outcomes
 No Tech
 Low Tech
 High Tech
Service Dog
No Tech: no technology involved in finding a
solution in completing a task or achieving
the desired outcome.
High Tech: Specialized software and advanced hardware
devices.
Low Tech: Solutions involves simple technologies.
Learner Needs and Preferences
 Providing guidance and support
 Encouraging students in trying different ways
to approach the task.
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Establish a shared vision
Create community
Capitalize on Similarities and Differences
Build on Leadership/Expertise
Model Collaborative Relationships
Maintain Professional networks
Link Collaboration to Student Learning
Framework For
Selecting
ASSISTIVE
TECHNOLOGY
AIDS:
```````````````````````
Consideration
Process for
selective the most
appropriate
assistive
technology aids
for students
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Identifies areas of concerns
from all parties involved
Identifies barriers to learning
and participation
Explores potential solutions
Implements solutions
Gathers and documents
information
Tracks and monitors progress
and adjusts any plans
developed utilizing the
Assistive Technology Aids
Framework For
Selecting ASSISTIVE
TECHNOLOGY AIDS:
IDEA FACTS
1997
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Schools are required to provide
AT at no cost to the parents if it
is needed for a student to
receive a free and appropriate
education
The IEP team is responsible for
determining whether the child
requires assistive technology to
benefit from their educational
program
The 97 IDEA requires that the
IEP team considers the assistive
technology needs of the student
during the development of their
IEP
Framework For
Selecting ASSISTIVE
TECHNOLOGY AIDS:
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MEMBERS OF THE
TEAM MAY
INCLUDE BUT
NOT LIMITED TO:
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Student
Parent (s)
Assistive Technology Specialist
Special Education Teacher
General Education Teacher
Occupational Therapist
Speech and Language Pathologist
School Administrator
Physical Therapist
School Psychologist/Counselor
Para – Educator
Framework For
Selecting ASSISTIVE
TECHNOLOGY AIDS:
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STUDENT
When selecting/determining
the most appropriate AT for a
student the IEP team must
take in consideration all
parties involved concerns.
LOOK AT:
Appropriate for student,
Training (for all involved)
Needs
Abilities
Age
Functional
Weight
Environment (size, and space)
Framework For
Selecting ASSISTIVE
TECHNOLOGY AIDS:
ENVIRONMENT
(S) Are the
settings in which
the student is
expected to
perform/function
academically as
well as socially
Areas to consider when selecting
ATAs:
What activities is the student
expected to participate in?
Tools must be student centered.
Describe tool features that are
needed.
Is the area conducive to mobility
Everything is needed to help the student
succeed
Framework For
Selecting ASSISTIVE
TECHNOLOGY AIDS:
TASK (S)
Are the activities
that the student
will participate in
and complete
during
instruction or in
other settings
What to consider:
What specific tasks occur in the environment enables
progress towards mastery of the IEP
goals/objectives?
What are the students special needs and abilities?
What are the functional areas of concern?
What are the students currents abilities?
What materials , resources, and supports are
available to complete tasks?
Accommodations:
Simplify task by breaking them into smaller more
approachable tasks
Identify strategies, tools, and technologies that can
be used to complete one or multiple tasks
Framework For
Selecting ASSISTIVE
TECHNOLOGY AIDS:
TOOLS
Are devices that are used
by the student within their
environment that assist
with completing tasks that
are presented to them.
These tools may be the use
of technology, assistive
devices, and strategies that
may be implemented
which increases the
students academic success.
Examples of TOOLS:
Pencil grips
Slanted surfaces
Enlarged worksheets
Adaptive eating utensils
Books on tapes
Text readers
Voice recognition
Talking spell checker, dictionary
Highlighters
Word processor
LOW-MID-HIGH TECH TOOLS
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Technology provides students with an
environment that encourages collaboration ,
problem solving, role playing, and the
development of critical thinking skills.
Technology can actively engaged students in
the learning process and increase motivation.
BLOGS
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Blogs provide students
with the opportunity
writing space.
Blogs can provide and
opportunity for
collaboration and peer
mentoring and can be
an active place to
housed student
productivity and
academic artifacts.
WIKI
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Wiki technology is a
web-based tool that
enables multiple users
to work together on the
same document or
content.
Wiki allows students in
your class to approach a
topic and participate in
an online collaborative
creation.
PODCASTING
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Is a term resulting form the
Apple Computer
Corporation’s iPod.
Podcasting is enabling
education to become
portable.
Podcasting support different
learners and learning styles. (
e.g. auditory learners and
English language learners)
GEOSPATIAL
TECHNOLOGIES
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Include geographic
information system(GIS),
Global Positioning System
(GPS)
These are increasingly being
used as a part of lessons in
geography, environment
science, biological science,
economics, and
mathematical studies.
EXAMPLES
COMMUNICATION
AIDS
Designed/implemented to
assist with language and
communication tasks
Communication aids are needed
when a student is unable to
communicate their needs
through traditional means
such as speech, listening,
reading and writing.
AUGMENTATION
COMMUNICATION
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Used by individuals with severe
speech and language disabilities
Devices used with students will
vary and be personalized to
meet their needs
May use: gestures,
communication boards,
pictures, symbols, drawings or a
combination of all.
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Communication boards
(computerized, picture teacher made)
Communication software
Single message switches
Voice output device
Device with speech synthesis
When to consider using:
If a student shows a documented difference between
comprehension of language and ability to express it, demonstrates
delayed expressive language, or if their speech is not
understandable to those around them
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Sensory aids are use for disabilities such as
those who are blind, visually impaired, deaf,
hearing impaired, or have difficulty with the
sense of touch .
Sensory aids make learning materials and the
learning environment more accessible.
Environmental Aids
 Environmental aids reduce or eliminate
physical barriers for individuals with
disabilities.
Ergonomic Aids
 Ergonomic aids assist us in completing
everyday repetitive tasks without causing
undue stress to parts of our bodies.
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Sensory aids are use for disabilities such as
those who are blind, visually impaired, deaf,
hearing impaired, or have difficulty with the
sense of touch .
Sensory aids make learning materials and the
learning environment more accessible.
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Personal amplification system
Braille transcription
Screen magnifiers
Audio books
Hearing aids
Assistive listening device
large-print books
DEFINITION:
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Provide a means for which
students with disabilities to
gain independence when
moving within their
school/home environment
Increase independence and
self-confidence
Plan activities, use
designated learning areas so
student will be able to
maneuver safely and
effectively
EXAMPLES:
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Standers
Wheelchairs
Stair lifts
Scooters
Walking devices
Transfer aids
(device used to move individuals without
having to physically lift them)
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can enable people with disabilities to
accomplish daily living tasks
assist them in communication, education, work
or recreation activities
help them achieve greater independence and
enhance their quality of life.
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help improve physical or mental functioning,
overcome a disorder or impairment
help prevent the worsening of a condition,
strengthen a physical or mental weakness
help improve a person's capacity to learn, or
even replace a missing limb.
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Screen readers
Alternative and adaptive mice
Adapted keyboards
Key guards
Head-operated pointing devices
Switch access
Voice recognition software
Onscreen keyboards
Examples
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adapted or modified sports, recreations, and leisure
activities addresses the individualized needs of the
disable
Aids for these activities include modified sports
equipment, audio descriptions, modified musical
instruments, spinners or game pieces, and caption
These activities, although modified, give options,
provides encouragement, and empowers students to
make choices.
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Daily living aids are devices that increase
participation in daily activities.
Daily living activities include but are not limited to
bathing, cooking, dressing, and toileting.
Because these task can have both a positive and
negative effect on the classroom, therefore it is the
job of the classroom teacher to make sure that daily
living needs are being meet.
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Make sure they are adaptable
Can time limitation removed?
Can access methods be changed? (touch screen,
switch or mouse)
Can background colors be changed?
Is text in narrative or video?
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Seating and positioning aids assist students
with mobility impairments or other disabilities.
Seating and positioning aids provide greater
body stability , posture, and needed support.
Occupational and physical therapists work
closely with individual students and often
consult with classroom teachers to make sure
seating and positioning needs are being met.
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Support cushions or braces
Chairlifts
Seat wedges
Standing tables
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Dave Edyburn. (2004). Measuring Assistive
Technology Outcomes in Reading. Journal of
Special Education Technology, 19(1), 60-64.
Retrieved July 28, 2010, from ProQuest
Education Journals. (Document ID: 638784611).
Izzo, M., Yurick, A., & McArrell, B.. (2009).
Supported eText: Effects of Text-to-Speech on
Access and Achievement for High School
Students with Disabilities. Journal of Special
Education Technology, 24(3), 9-20. Retrieved
July 28, 2010, from ProQuest Education