1. WITH ASSISTIVE TECHNOLOGY
Robin Knight

2.  Have
varying levels of ability.
 May have difficulty learning and functioning.
 May have may have been identified as having
special needs such as:





Learning disabilities
ADHD - Attention deficit
hyperactivity disorder
Emotional disorders
Cognitive challenges
Autism




Hearing impairments
Visual impairments
Speech or language
impairments
Developmental delays

3.  The
Individuals with Disabilities Education
Act (I.D.E.A.) is a law ensuring services to
persons with disabilities in the United States.
 I.D.E.A. governs how states and public
agencies provide early intervention, special
education and related services.


Infants and toddlers with disabilities (birth-2)
and their families receive early intervention
services under I.D.E.A. Part C.
Children and Youth (ages 3-21) receive special
education and related services under I.D.E.A.
Part B.

4.  Can
use tenets from the universal design for
learning which suggests that they remove
barriers to learning by providing flexibility in
terms of options for materials, methods, and
assessments (Rose and Meyer, 2002).
 Customize and personalize learning activities
to address students’ diverse learning styles,
working strategies and abilities. NETS Standard
2.c.
 Under I.D.E.A. assistive technology devices can be
used in the educational setting to provide a variety
of accommodations or adaptations for people with
disabilities.

5.  WIKIPEDIA

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.
 I.D.E.A.

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.

6.  Any
service that directly assists an individual
with a disability in the selection, acquisition
or use of an assistive technology device.
 Examples of these services include:




Evaluating the student’s technology needs.
Acquiring the necessary technology.
Coordinating technology use with other therapies
and interventions.
Providing training for individuals, the individual’s
family and school staff in the effective use of the
technology.

7. 
Goal of I.D.E.A. is to
ensure that each
student is educated in
the least restrictive
environment possible.


Effort is made to help
students stay in a
regular classroom.
If it is determined that
needs are best met in a
special class, then the
student may be placed
in a special class.

IEP-individualized
education program.



First step to gather data
regarding the student’s
progress or academic
problems.
Parents work with
educators as a team to
set goals and develop a
plan to help students
succeed in school.
Special Support to help
achieve individual
learning goals.

8. ADHD
• Communication Boards
• PDA’s – calendars, timers,
reminder messages
• Noise Canceling Ear
Phones/Plugs
• Voice Recognition Software
• Digital Talking Calculators
AUDITORY DISABILITY
• FM Systems
• Infrared Systems
• Induction Loop Systems
• One to One Communicators
MILD LEARNING DISABILITIES • Read and Write Gold
• Daisy Audio Players
• Task Analysis
• Webbing
READING AND WRITING
• Word Processors
• Grammars and Spell checkers
• Dictionaries & thesaurus
programs
• Desktop Publishing

9. 
Cennamo, K. S., Ross, J.D., & Ertmer, P.A. (2010).
Technology integration for meaningful classroom use:
A standards-based approach. Wadsworth, Cengage
Learning, Belmont, CA

http://kidshealth.org/parent/positive/learning/iep.html

http://www.udlcenter.org/aboutudl/whatisudl

http://www.nidcd.nih.gov/health/hearing/pages/assistivedevices.aspx

http://assistivetechnologyforeducation.com/examples-ofassistive-technology/

http://www.adhd-brain.com/assistive-technology-for-adhd.html