Technology
for
Learning
Elizabeth Pearce
Lewis University
Agenda
• Universal Design for Learning (UDL)
• Assistive Technology (AT)
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Definition
Continuum
Laws
SETT Approach
AT in the classroom
How can technology help learners?
• How can teachers/learners use technology
wisely?
• How can teachers make environmental
adaptations to help all learners?
• How do teams decide what technology
students need?
Universal Design for Learning
• http://www.youtube.com/watch?v=bDvKnY0g
6e4
http://www.udlcenter.org/aboutudl/whatisudl
• Three Principles of UDL
– Provide multiple means of Representation
– Provide multiple means of Action and Expression
– Provide multiple means of Engagement
“Technology has great potential in
providing access for all learners.
Through the use of a variety of
assistive technologies, students with
disabilities can have the ability to
access the general curriculum. When
assistive technology is appropriately
integrated into the regular
classroom, students are provided
with multiple means to complete their
work.”
Janet Jendron
University of South Carolina Assistive Technology Project
“The Power of Assistive Technology”
Assistive Technology Definition
Assistive or Adaptive Technology commonly
refers to "...products, devices or equipment,
whether acquired commercially, modified or
customized, that are used to maintain,
increase or improve the functional capabilities
of individuals with disabilities..."
Assistive Technology Act of 1998
AT Continuum
• No-tech: Solutions make use of procedures, services, and existing
conditions in the environment without the use of devices or
equipment. Example: Using mouth to hold utensils
• Low-tech: Support strategies which do not involve any type of
electronic or battery operated device - typically low cost, and easy
to use equipment. Example: big grip pens,
• Mid-tech: Battery operated devices or "simple" electronic devices
requiring limited advancements in technology. Example: tape
recorder, overhead projector, watches with alarm clocks,
calculators, and simple voice output devices.
• High-tech: Complex technological support strategies – typically
"high" cost equipment. Example: digital cameras; sign language
interpreters, and adaptive software such as reader/scanners (reads
text that is scanned), computer monitor magnifiers, electric
wheelchairs, complex voice output devices.
AT Fosters Inclusion
• Inclusion: The practice of educating all or most
children in the same classroom, including children
with physical, mental, and developmental disabilities.
(Association for Supervision and Curriculum
Development)
• AT helps students who have disabilities learn the
material in a way that they can understand it
• AT helps eliminate barriers students may face that
prevent them from being at the same level as their
classmates
www.fctd.info
AT Benefits ALL Students
15-20% of the general population is in need of some
type of “cognitive task assistance”
A large population of “at risk” students need assistance,
but because they don’t easily fit into a diagnostic
profile, they do not receive assistance; if AT is available
to everyone, these students can benefit
AT aids in all of the subject areas in school
www.fctd.info
A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE
TECHNOLOGY
For the Mechanics of Writing
Regular pencil or pen
No Tech
Pencil or pen with adaptive grip
Adapted paper (e.g. raised line, highlighted lines)
Slantboard to create slanted writing surface
Use of prewritten words/phrases
Portable word processor to keyboard instead of write
Computer with word processing software
Portable scanner with word processing software
Voice recognition software to word process
High Tech
(See Computer Access Continuum)
Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing
Student’s Needs for Assistive Technology ©2000.
A Student’s AT Needs Evolve Over
Time
As a student’s schoolwork gets more advanced, their
technology needs may change or increase
New technology may become available that will better
meet the needs of the student
During a regularly scheduled evaluation, the IEP team
or another professional may decide that another piece
of technology will be better for the student
www.fctd.info
IEPs and AT
•
IEPs play a big role in the AT services a student receives.
•
IEP (Individualized Education Program): Written document that describes a student
with a disability’s educational plan; it discusses the disability, goals for the student,
various things that need to be done throughout the school year, what services the
school will provide, and where the student will learn.
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Students receive AT through their IEP.
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When the IEP Team decides that AT is an option, they allow the student to borrow
the device until it is known that that particular device will help the student in the
way intended.
•
If the AT device is determined to be necessary, steps are made to purchase it or
acquire it through a loan program.
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If AT is suggested through the IEP, the school must provide that student with it
according to the law.
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If an IEP Team feels they cannot make the best decision concerning a child and AT,
the child may go through a secondary, independent AT evaluation.
– AT evaluations look at the student’s abilities and needs, determine
goals, and identify possible AT devices to try.
Assistive Technology Law
IDEA Amendments 2004
• Maintains the requirement that AT devices and services must be
considered at the IEP meeting.
• The term assistive technology is clarified to not include a medical device
that is surgically implanted or the replacement of such device. (example –
cochlear implant)
• Includes the statement: “Almost 30 years of research and experience has
demonstrated that the education of children with disabilities can be made
more effective by…supporting the development and use of technology,
including AT devices and services, to maximize accessibility for children
with disabilities. (20 W.S.C. § 1400©(5)(H) (emphasis added)
• Part C – early intervention services clearly mention AT services and device
as in Part B.
• States clearly that a hearing aide or glasses could be an AT device needed
by a child in order to receive a FAPE. If so, the school must provide these
devices. (also applied to a pulmonary nebulizer)
SETT Framework- Joy Zabala
•
•
•
•
S tudent:
E nvironment:
T asks:
T ools:
•What does the Student need to do? (main areas of
concern)
•What are the Student's special needs?
•What are the Student's current abilities?
•What activities occur in the student's natural
•What are the instructional and physical
environments which enable progress toward
arrangements? Are there special concerns?
mastery of identified goals?
•What
materials
and and
equipment
arerequired
currentlyfor a
•Is a•What
system
AT tools
strategies
isofeveryone
else doing?
available
in the environments?
student
with
needs elements
and abilities
to do
these
•What
arethese
the critical
of the
activities?
•What
supports
are available to the student and the
tasks
in these
environments?
people
student
on aoptions
daily basis?
•What
no working
tech, lowwith
tech,the
and
high tech
should
are the attitudes and expectations of the
be•How
considered?
people
in the
the student's
environment
likely
to affect
•How
might
special
needs
be the
student's performance?
accommodated
without changing the critical elements
of the activities?
•Will modifications be necessary?
•What strategies might be used?
AT in the Classroom
The AT you find in your classroom, may be in
place to aid in the following areas:
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Computer Access
Composing Written Material
Communication
Reading
Learning and Studying
Math
Mobility
Vision
Hearing
www.fctd.info
Types of AT in the Classroom
AT Category
Computer Access
Examples
Why student would need it
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Word prediction
Switches
Voice Recognition Software
Alternate Keyboards
Pointing Option
If a student cannot access the computer in its
standard form and they need it to perform
academic tasks
Writing
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Pen/Pencil grips
Adapted paper
Templates
Word processors
Word card/book/wall
Software
Spelling/Grammar Checker
If a student is having difficulty with writing or with
composing written pieces
Augmentative/Alternative
Communication
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Communication board
Eye gaze board/frame
Voice output device
Device with speech synthesis
for typing
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
Reading
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Predictable texts
Book adapted for page
turning
Electronic books
Single word scanners
Talking electronic
devices/software
If a student is having trouble understanding what
they are reading or paying attention to the reading
assigned
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www.fctd.info
Types of AT in the Classroom Continued…
AT Category
Learning/Studying
Examples
Why student would need it
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Highlighters
Recorded Material
Hand-held scanners
Electronic organizers
Print or picture schedule
If a student is struggling to get their work
done in a timely fashion or if they are having trouble
understanding the various lessons
Math
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Number Line
Enlarged Worksheets
Calculators
Talking clocks
Voice Output Measuring Devices
If the student is finding it difficult to keep up with the
majority of the class on math lessons
Vision
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Eyeglasses
Magnifier
Large print books
CCTV
Screen Magnification
Screen reader
Braille
If the student demonstrates trouble seeing or cannot see
at all
Hearing
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Pen and Paper
TTD/TTY for phone access
Signaling devices
Closed captioning
Hearing aids
When the student demonstrates trouble hearing or
cannot hear at all
Adapted from:
“A Resource Guide for Teachers and Administrators about Assistive
Technology”
Penny R. Reed, Ph.D. & Elizabeth A. Lahm, Ph.D.
Wisconsin Assistive Technology Initiative
January, 2005
Video Time