Assistive Technology:
Software
Review for Students in the
Inclusive Setting
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Presenter
Alma Rodriguez, A.T. Coordinator
Barbara Charles, SLP & A.T.
Objectives
 TPW become familiar with Assistive Technology
laws.
 TPW become aware of strategies and
techniques to encourage the use of assistive
technology in the inclusive setting.
 TPW become aware of special software to assist
in reading, written composition and spelling.
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IDEA’97
IDEA addresses AT in two ways:
I.
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In the inclusion of definitions of
“assistive technology devices and
assistive technology services.
References are in both Part A, which
covers the 3-21 age group and Part
C, which covers the 0-3 age group.
IDEA 97’
II. …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 functional capabilities of
individuals with disabilities.
20 U.S.C. Chapter 34, Section
1401
(25)
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ASSISTIVE TECHNOLOGY
SERVICES
“...... any service that directly
assists a child with a disability in
the selection, acquisition, or use
of an assistive technology
device.
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Assistive Technology Services
Evaluation
Purchasing, leasing, or otherwise
providing for the acquisition of the
devices
Selecting, designing, fitting, customizing,
adapting, applying, retaining, repairing or
replacing of assistive technology devices.
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Assistive Technology Services
 Coordinating and using other therapies,
interventions or services with assistive
technology devices.
 Training or technical assistance for a child with a
disability, or if appropriate, that child’s family.
 Training or technical assistance for professionals,
employers, or other individuals who provide
services to , employ, or are otherwise involved in
the major life functions of individuals with
disabilities.
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IDEA’97 additionally ensures:
Each public agency shall ensure that
assistive technology devices or services,
or both are made available with a
disability if required as part of the child’s:
(a) special education
(b) related services
(c) supplementary aids services
20 U.S.C. Chapter 34 Section 1412(2), (5) (B)
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Technology Needs to Promote Inclusion
 Every computer is a special needs machine
 Every computer should talk
 Every program should work for every child
 Ability to overcome individual keyboard and
mouse problems on every machine
 Prioritized software for literacy and math
 Students are successful
 Early childhood emphasized
 Internet access for all students
 Grants/Funding
 Every curriculum area emphasized
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Elements to Consider to Promote the
Use of Assistive Technology
 Locate equipment where instruction and learning are
taking place.
 Technology needs to be in the classroom and accessible
to the child.
 Select light tech applications whenever possible.
 Integrate the use of technology into lessons in a
purposeful and meaningful way.
 Consider placing equipment in home.
 Offer training and technical support to classroom
teachers initially.
 Provide training to families.
 Don’t reinvent the wheel each year – when possible use
the technology already in place.
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First Step for Assistive Technology
Infusion
Must begin at the lesson/unit
planning phase of curriculum
development.
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Infusing
Assistive Technology
Example: Infusing the Writing Process
Four basic components to the
writing process:
 Prewriting or Brainstorming
 Drafting, or Organizing and
Composing
 Editing
 Publishing
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Tools for Prewriting
Digital Cameras
Polaroid Instant Picture Cameras
Scanner
Internet
Alpha Smart 3000
Software such as Student Writing
Center, Kid Works 2, Writing with
Symbols, Inspiration, Draftbuilder
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Tools for Drafting and Editing
Special Software
Write: Out Loud
Draftbuilder
Intellitalk II
Co:Writer
Kurzweil 3000
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Tools for Publishing
Multimedia software such as
Kid Pix Studio
Power Point
 Hyper Studio
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Technology to Support Reading
 Books on tape
Allows student independent reading
 Electronic Text Software
Allows independent reading
Use the web to find texts to download
 Technology Utility Tools
Hand held dictionaries
On-line dictionaries
CD–Rom Encyclopedias
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Books on Tape & CD-ROM
Ready-Made Stories:
Start to Finish (Don Johnston)
Living Books (Broderbund)
Wiggle Works (Scholastic)
www.news-4-you.com
Books on the web (www.ipl.org)
Kurzweil 3000
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Creating Books with Software
Intellipics (Intellitools)
Hyperstudio ( Roger Wagner)
Kid – Pix Studio ( Broderbund)
M Power ( Learning Company)
Power Point ( Microsoft)
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Software Demonstration Reading
Kurzweil 3000
Start to Finish Books
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Software Demonstration Writing
Inspiration
Co-Writer
Write Outloud
Kurzweil 3000
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Making It Work
Attitude is everything
Build a rapport with others
Be visible and speak directly to others
Listen and share
Recognize passive participation
Promote independence
Accept alternative products
Explore technology
Use technology effectively
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Making It Work Cont.
Outline roles and responsibilities
Conduct assessments frequently
Visit the classroom
Enlist the administrators to participate
Supervise Para educators
Respect Para educators
Create and design universally
Use peers as a resource
Generalize and broaden your efforts
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In Closing……..
Teaching students in the inclusive
classroom requires teamwork,
communication and dedication.
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Thanks
Linda Chromaster, ATP
& Peter Graves. SLP
Region One ESC
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