Assistive technologies are examined in this presentation for use with a diverse range of student needs.

1. Prepared By: Scott Curley
3-3-13

2.  Up to 75 % of students with disabilities will be
in regular classrooms (Cennamo, 2010)
 No two students are the same: they will have
unique strengths and weaknesses
 Understand the strengths and
weaknesses, and how certain methods and
assessments carry a bias towards certain
student types
 As educators, we should strive to incorporate
universal design into our classrooms

3.  Data:
◦ Internal-obtained in your classroom
◦ External-retrieved from outside your classroom
◦ Formative-gathered from assessments at the end of
a unit or academic year
◦ Summative-gathered as part of an instructional unit
to provide feedback and opportunities to modify
goals
 Use data to inform decision making and tailor
instruction to accommodate all types of
students

4.  Universal design for learning (UDL): flexible
options for materials, assessment and
methods of instruction to remove barriers to
the educational process
 Flexibility= Accessibility
 Be creative!
◦ Focus on the learning outcome, not the methods
you plan to use
◦ Be aware of the various needs in your
classroom, and have a plan on how to
accommodate a diverse range of students

5.  We are limited by traditional methods of
instruction
 Textbooks, handouts, and pencil and paper
quizzes limit the potential for success for a
diverse classroom
 Digital media is the key factor for
implementing UDL and breaking down
educational barriers
 Traditional methods are ok as long as other
instructional and assessment formats are
offered (i.e. technology)

6.  Chartered under federal legislation:
Individuals with Disabilities Education Act
(IDEA) of 1990
 Individual education plan is written, and
provided freely to all students who qualify
 Collaboration between teacher, parents, and
school specialists (school psychologist,
occupational therapist, guidance counselor)
 Written and agreed upon by all parties before
going into effect

7.  For best results, IEP’s should be evaluated and
reviewed on an annual basis
 Students’ needs change, so will their need for
accommodation
 IEP may require the use of assistive
technologies, inclusive treatment, concerted
efforts of several professionals, and may pull the
student from the classroom to work one on one
with a specialist
 If assistive technology is part of one of your
students IEP, check with your school
administration for specialized training

8.  Can be low tech or high tech, electronic or
not, computerized or simple
 It’s not about the tool itself, but how it is used to
make accommodations for the learner!
 Can often require creativity on the instructional
team rather than a large budget
 Consider simple approaches (modifications of
existing printed materials) as well as more
sophisticated ones (computerized
adaptations, special equipment or learning
software) if needed

9.  Examples of common low tech assistive technology
include:
◦ Using a binder as a slanted writing surface
◦ Having students select from a series of printed images to tell a
story
◦ Utilizing a stamp that students can use to draw the X and Y axis
for algebra
 Possible Implications:
◦ Assist students who do not have a good range of motion with
basic writing skills
◦ Aid students with poor writing or language skills in
communicating
 Retrieved from the state of Washington’s Department of
Education website:
http://www.k12.wa.us/SpecialEd/Families/IEPs/pubdocs/L
owTechAssistiveTechnology.pdf

10.  Varying price range
 Typically easy to operate electronic modifications to
aid learners
 Examples include:
◦ Adapted computer keyboards
◦ Audio books
◦ Tape recorders
 Possible Implications:
◦ Assist students who might suffer from audio
impairment, or attention deficit disorder by equipping them
with affordable, easy to use electronics
◦ Low cost alternative for students who need materials to be
read aloud
◦ Retrieved from:
http://www.cpt.fsu.edu/eseold/in/acom/tech.html

11.  The technology corporation, Apple, demonstrates
its capabilities to offer assistive technologies for
their products (iPod Touch, iPhone 5, iPad) free
of charge
 Specifically stated on Apple’s website, assistive
technology includes possibilities for those who
have visual, auditory, and physical disabilities
 Possible Educational Implications:
◦ Control a variety of devices using text to speech
capabilities
◦ Ability to vocalize written words
◦ Touch screen technology for the visually impaired
◦ Portability advantage compared to computers
 Image and information retrieved from:
http://www.apple.com/accessibility/ipad/vision.
html

12.  Approaches to differentiation are as varied as
the students we work with
 We can not assume what works well for one
student will work well with others
 Pay special attention to needs, monitor and
modify as frequently as possible

13.  Cennamo, K.S., Ross, J.D., & Ertmer, P.A.
(2010) Technology integration for meaningful
classroom use: A standards based approach.
Belmont, CA: Cengage.