Assistive technology can help students with disabilities access the general curriculum. When integrated appropriately into the classroom, assistive technology provides multiple means for students to complete their work. Examples include communication devices, hearing assistive technology, and word prediction software. The Georgia Project for Assistive Technology supports local schools in providing assistive technology services and devices to students with disabilities.

1. By: Marla Middleton

2.  ―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‖
 www.fctd.info

3.  Assistive Technology or adaptive technology is an umbrella
term that includes assistive, adaptive, and rehabilitative
devices for people with disabilities and also includes the
process used in selecting, locating, and using them.
 AT promotes greater independence by enabling people to
perform tasks that they were formerly unable to
accomplish, or had great difficulty accomplishing, by
providing enhancements to, or changing methods of
interacting with, the technology needed to accomplish such
tasks.
 http://en.wikipedia.org/wiki/Assistive_technology

4.  What is an IEP?
 Kids with delayed skills or other disabilities might be eligible for
special services that provide individualized education programs in
public schools, free of charge to families. Understanding how to
access these services can help parents be effective advocates for
their kids.
 The passage of the updated version of the Individuals with
Disabilities Education Act (IDEA 2004) made parents of kids with
special needs even more crucial members of their child's education
team. Parents can now work with educators to develop a plan — the
individualized education program (IEP) — to help kids succeed in
school. The IEP describes the goals the team sets for a child during
the school year, as well as any special support needed to help
achieve them.
 http://kidshealth.org/parent/growth/learning/iep.html

5.  Who needs a IEP?
 Child with a disability, this may include but are not limited to
children with vision, hearing, learning, and functioning
disabilities.
 A child who has difficulty learning and functioning and has
been identified as a special needs student is the perfect
candidate for an IEP. Kids struggling in school may qualify for
support services, allowing them to be taught in a special way,
for reason not only for mental disabilities but for physical
disabilities this list is as follows: learning disabilities,
attention deficit hyperactivity disorder (ADHD), emotional
disorders, cognitive challenges, autism, hearing impairment,
visual impairment, speech or language impairment, and or a
developmental delay.
 http://kidshealth.org/parent/growth/learning/iep.html

6.  Hearing Assistive Technology
 http://www.asha.org/public/hearing/treatme
nt/assist_tech.htm
 Hearing assistive technology systems (HATS)
are devices that can help you function better
in your day-to-day communication
situations. HATS can be used with or without
hearing aids or cochlear implants to make
hearing easier—and thereby reduce stress
and fatigue. Hearing aids + HATS = better
listening and better communication!

7.  Many students with mild disabilities have difficulty gathering and
synthesizing information for their academic work. In this
arena, Internet communications, multimedia, and universal
design are providing new learning tools.
 Internet communications can transport students beyond their
physical environments, allowing them to interact with people far
away and engage in interactive learning experiences. This is
particularly appropriate for individuals who are easily distracted
when going to new and busy environments such as the
library, who are poorly motivated, or who have difficulty with
reading or writing. Students can establish "CompuPals" via e-
mail or instant messaging with other students, which often
motivates them to generate more text and thus gain more
experience in writing.
 http://www.ericdigests.org/2003-1/assistive.htm

8.  Word processing may be the most important application of
assistive technology for students with mild disabilities.
Writing barriers for students with mild disabilities include
 Mechanics: spelling, grammar, and punctuation errors.
 Process: generating
ideas, organizing, drafting, editing, revising, and
producing a neat, clear final copy.
 Motivation: interest in writing.
 Grammar and spell-checkers, dictionaries, and thesaurus
programs assist in the mechanics of writing. Macros are
available that will insert an entire phrase with the touch of
a single key. Word prediction software helps students
recall or spell words.
 http://www.ericdigests.org/2003-1/assistive.htm

9.  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

10.  Have certain computers in the classroom that are
set up for the use of the students with disabilities –
ones that have necessary software on them.
 Include AT in lessons
 Familiarize the other students with the AT that
other students may be using in the classroom and
make sure they understand why this AT is being
used.
 www.fctd.info

12.  http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm
 Assistive Technology for Communication: Aids students who have difficulty in
communicating effectively (i.e., they are unintelligible, have no or very little verbal
skills, or have limited language proficiency).
 Pictures, photographs, objects
 Communication boards
 Communication books
 Word cards or word manipulatives
 Communication software (allows for communication boards and visual displays)
 Augmentative communication devices (visual display, printed or speech output)
 Word prediction, abbreviation, or expansion options to reduce keystrokes
 Software that allows communication via pictures and symbols
 Head-pointing devices
 Touch screens
 Translating devices: voice language (e.g., English) to output different voice
language (e.g., Spanish)
 Electronic and software dictionaries

13.  General technology in the classroom can benefit students with
and without disabilities.
 Computers, calculators, projectors, smart boards, tape recorders,
software, and handheld devices are examples of general
technology increasingly used in classrooms.
 Research shows that technology aids in enhancing content and
skill acquisition by students with a wide range of learning styles.
 Even if you do not have a designated student with special needs
in your classroom, use technology supports, as they may help
students with ―invisible‖ learning disabilities who have not
received formal diagnoses.
 www.fctd.info

14.  http://abilitynet.wetpaint.com/page/Touchscreens+and+Tablet+PCs
 Resistive: A resistive touch screen panel is coated with a thin metallic
electrically conductive and resistive layer that causes a change in the
electrical current which is registered as a touch event and sent to the
controller for processing.
 Surface wave: Surface wave technology uses ultrasonic waves that pass
over the touch screen panel. When the panel is touched, a portion of the
wave is absorbed. This change in the ultrasonic waves registers the
position of the touch event and sends this information to the controller
for processing.
 Capacitive: A capacitive touch screen panel is coated with a material that
stores electrical charges. When the panel is touched, a small amount of
charge is drawn to the point of contact. Circuits located at each corner
of the panel measure the charge and send the information to the
controller for processing..

15.  ​The Georgia Project for Assistive Technology (GPAT), a unit of
the Georgia Department of Education, supports local school
systems in their efforts to provide assistive technology
devices and services to students with disabilities. Funded
since 1991, GPAT has focused on building local assistive
technology resources by providing quality professional
learning and technical support services.
 The mission of GPAT is to improve student
achievement, productivity, independence and inclusion by
enhancing educator knowledge of assistive technology and
increasing student access to appropriate assistive technology
devices and services.