2. Inclusion is an education practice where students
with disabilities are educated in the same classroom
with students that do not have disabilities
Inclusion classroom settings are supported by the
Individuals with Disabilities Education Act (IDEA)
which mandates that students with disabilities be
education in the Least Restrictive Environment (LRE).
Least Restrictive Environment (LRE) means students
will have the opportunity to learn in an environment
that is closest to the regular classroom setting as
possible.
Sources: http://special.edschool.virginia.edu/information/uvald/inclusion.html
http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Ed
ucation/special_education_inclusion.aspx
3. Decisions about the placement of students
with disabilities is developed in the student’s
Individual Education Plan (IEP).
An Individual Education Plan (IEP) is
developed for all students with disabilities
and helps set goals for students’ growth and
learning.
4. The following are types of disabilities that
may warrant a child to have an IEP:
Learning Disabilities
Attention Deficit Hyperactivity Disorder (ADHD)
Emotional disorders
Cognitive challenges
Autism
Hearing impairment
Visual impairment
Speech or language impairment
Developmental delay
Source: http://kidshealth.org/parent/growth/learning/iep.html
5. According to IDEA 2004, every IEP should
consider whether the child needs assistive
technology devices.
Assistive technology 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
improve the functional capabilities of individuals
with disabilities" (IDEA 300.5).
Sources: http://uts.cc.utexas.edu/~wilbur/access/assistive.html
http://tamcec.org/pdf/AssistiveTech%20and%20IDEA%20R
egs.pdf
6. Alternative keyboards featuring larger- or smaller-than-standard keys or
keyboards, alternative key configurations, and
keyboards for use with one hand.
Sip-and-puff systems activated by inhaling or exhaling
Joysticks manipulated by hand, feet, chin, etc. and used to
control the cursor on screen.
Touch screens allow direct selection or activation of the computer
by touching the screen, making it easier to select an
option directly rather than through a mouse
movement or keyboard
Braille embossers transfer computer generated text into embossed
Braille output.
Screen readers used to verbalize, or "speak," everything on the
screen including text, graphics, control buttons, and
menus into a computerized voice that is spoken
aloud
Speech/Voice Recognition Programs allow people to give commands and enter data using
their voices rather than a mouse or keyboard.
TTY/TDD conversion modems connected between computers and telephones to
allow an individual to type a message on a computer
and send it to a TTY/TDD telephone or other Baudot
equipped device.
Source: http://www.microsoft.com/enable/at/types.aspx
7. Area of Need Implications Potential Uses of
Technology
Auditory Processing Difficulty Difficulty following oral Tape Recorder
directions; barriers to student, peer, or instructional
understanding lectures and direct assistant records assignment
oral instruction directions and key parts of
lectures for replay at a later time
Reads at a lower than expected Difficulty reading assigned Use of books on tape
level materials
Talking Word Processor
Writes at a lower than expected Discrepancy between verbal and Writing templates
level written fluency Electronic/Talking Spell Checker
Tape Recorder
Word Prediction Software
Calculates at lower than expected Discrepancy between reasoning, Number Line
level problem solving abilities, and Enlarged math worksheets
ability to do calculations Calculator with large keys and/or
display
Talking watches/clocks
Talking Calculator
Voice Recognition Software
Source: http://www.sonoma.edu/users/p/phelan/433/success.htm
8. Web 2.0 Assistive Technology Tools for
Students with Special Needs
How to Use Web 2.0 Tools in Special
Education
Assistive Technology for Kids
Assistive Technology for Students with
Learning Disabilities
9. Kids Health. (2012). Individualized education program (iep). Retrieved
from http://kidshealth.org/parent/growth/learning/iep.html
McSorley, Jan. , & Wilbur, Judythe (2000, March 23). Assistive technology.
Retrieved from http://uts.cc.utexas.edu/~wilbur/access/assistive.html
Microsoft. (2012). Types of assistive technology products. Retrieved from
http://www.microsoft.com/enable/at/types.aspx
Mittler, J. , & (2007). Assistive technology and idea:regulations. Retrieved
from http://tamcec.org/pdf/AssistiveTech and IDEA Regs.pdf
Peter. , & John, L. (1994). Learning disabilities. Retrieved from
http://special.edschool.virginia.edu/information/uvald/inclusion.html
Sonoma State University. (n.d.). Supporting all learners with technology.
Retrieved from http://www.sonoma.edu/users/p/phelan/433/success.htm
Wisconsin Education Council. (2007, March 15). Special education inclusion.
Retrieved from http://www.weac.org/Issues_Advocacy/Resource_Pages
