1. AN OVERVIEW OF
ASSISTIVE TECHNOLOGY
Resources to Enhance Students’ Education
Experience
Jess Turuc

2. OVERVIEW OF PRESENTATION
 Definition of Assistive Technology and Examples
 Importance of Individualized Education Programs
 Special Needs that will be addressed:
 Attention Deficit Hyperactivity Disorder (ADHD)
 Auditory Disability
 Mild Learning Disabilities
 Support from GPAT
 Resources and References

3. OVERVIEW OF ASSISTIVE TECHNOLOGY
“An umbrella term that includes assistive,
adaptive, and rehabilitative devices for people with
disabilities and also includes the process used in
selecting, location and using them. Assistive technology
(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.”
As defined by Wikipedia

4. EXAMPLES OF ASSISTIVE TECHNOLOGY
 A Couple of Examples of AT vast range of Tools:
 Text-to-Speech with highlighting, Word Prediction,
fact-mapping and brainstorming.
 E-books and apps
 Voice Recognition Software
 Pencil Grips
 DAISY Audio Players
 iPad and iPhone Apps
 QR Codes
 Magnification Software and Hardware
 ScreenReaders
 LiveScribe SmartPen
 Refreshable Braille Displays
 Communication Boards
 Track Ball and Track Ball Mice for computers
 Adjustable Monitors and Keyboards and Large
Font Keysboards

5. INDIVIDUALIZED EDUCATION PROGRAMS
 Students with delayed skills or other disabilities
may be eligible for customized or special services
that provide individualized education programs in
public schools.
 This is often free of charge to families
 Often includes various forms of Assistive Technology to
enhance the student’s success
 Parents are part of the development of the program
stemming from the Individuals with Disabilities
Education Act (IDEA 2004)

6. INDIVIDUAL EDUCATION PROGRAM
CONTINUED
 Goals of IEP:
 Ensure that a student is educated in the least restrictive
environment possible and to keep students in a regular
classroom.
 Evaluation Process
 Through the evaluation process (including observation,
performance on standardized tests, and daily work) to
develop an individual plan for the student with the
following areas and people:
 a psychologist, a physical therapist, an occupational therapist,
a speech therapist, a special educator, a vision or hearing
specialist, teacher and parents.

7. ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)

8. ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)
 Mayo Clinic defines ADHD as “A chronic condition
that affects millions of children and often persists
into adulthood. ADHD includes a combination of
problems, such as difficulty sustaining attention,
hyperactivity and impulsive behavior.”
 Children with ADHD may also struggle with low self-
esteem, troubled relationships and poor performance in
school.
 Symptoms sometimes lessen with age. Some people
never completely outgrow their ADHD symptoms. But
they can learn strategies to be successful.

9. RESOURCES FOR STUDENTS WITH ADHD
 Assign students with ADHD close to the teacher
and surround them with “good role models”
 Be sure the student understands instructions before
they start on a project or assignment
 Create a mellow study area and try not to place
students near distractions
 Create a safe environment to enhance their comfort
level in seeking help
 Remove the clock from your room/setting or place
in the back of the room with the students back to it
 Encourage peer tutoring, studying and projects

10. AUDITORY DISABILITIES

11. AUDITORY DISABILITIES
 National Coalition of Auditory Processing Disorders
(NCAPD) defines this as “A neurological defect that
affects how the brain processes spoken language.
This makes it difficult for the child to process verbal
instructions or even to filter out background noise in
the classroom.”

12. TIPS FOR STUDENTS WITH AUDITORY
DISABILITY
 Teachers should try the following:
 Try to eliminate extra noise in the classroom
 Use area rugs, tennis balls on chairs, turning off fans, etc.
 Look directly at the student and face him or her when
communicating or teaching and say the students name to get
their attention.
 Assign the student a desk near the front of the classroom, or
where you plan to deliver most of your lectures.
 Speak naturally and clearly. Remember speaking louder won't
help. Do not exaggerate your lip movements, but slowing down a
little may help some students. Use facial expressions, gestures
and body language to help convey your message, but don't
overdo it.
 Male teachers should keep moustaches well groomed.

13. AT TO FURTHER STUDENT LEARNING
 Personal FM System
 A microphone worn by a
teacher that transmits
information to the headset
worn by the student.
 Voice Recorder
 Teachers can record all of
the classroom instruction, so
the student can listen to it
later.
 PowerPoint
 This can be a great resource
as students can hear and
read the message that is
being conveyed.

14. MILD DISABILITIES

15. MILD DISABILITIES
 Mild Disabilities are “The disabilities of mild mental
retardation, learning disabilities, and emotional
disturbance (behavior disorders); considered mild in
relation to more severe disabilities.”
 Common Learning Disabilities:
 Dyslexia
 a language-based disability in which a person has trouble
understanding written words. It may also be referred to as
reading disability or reading disorder.
 Dysgraphia
 a writing disability in which a person finds it hard to form letters
or write within a defined space.

16. RESOURCES FOR STUDENTS WITH MILD
DISABILITIES
 Digital Audio Files
 Presenting material in an oral format
 Providing immediate feedback on assignments
 Recording lessons for review at another time
 Short and concise activities
 Text-to-speech devices
 Word processing software

17. SUPPORT FROM GPAT
 Georgia Project for Assistive Technology (GPAT)
supports local schools systems in their efforts to
provide assistive technology devices and services
to students with disabilities.
 A unit of the Georgia Department of Education
 Funded since 1991
 “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.”

18. REFERENCES AND RESOURCES
 Assistive technology. (2013, August 6). Wikipedia. Retrieved June 12, 2014, from
http://en.wikipedia.org/wiki/Assistive_technology
 Attention-deficit/hyperactivity disorder (ADHD) in children. (n.d.). Attention-deficit/hyperactivity disorder (ADHD)
Definition. Retrieved June 12, 2014, from http://www.mayoclinic.org/diseases-
conditions/adhd/basics/definition/con-20023647
 Bachrach, S. (2011, May 1). Individualized Education Programs (IEPs). KidsHealth - the Web's most visited site
about children's health. Retrieved June 12, 2014, from http://kidshealth.org/parent/positive/learning/iep.html#
 Behrmann, M., & Jerome, M. K. (2002, January 1). Assistive Technology for Students with Mild Disabilities:
Update 2002. ERIC Digest.. Assistive Technology for Students with Mild Disabilities: Update 2002. ERIC Digest..
Retrieved June 12, 2014, from http://www.ericdigests.org/2003-1/assistive.htm
 Examples of Assistive Technology. (n.d.). Assistive Technology For Education LLC. Retrieved June 12, 2014,
from http://assistivetechnologyforeducation.com/examples-of-assistive-technology/
 FM Systems. (n.d.). FM Systems. Retrieved June 12, 2014, from http://www.asha.org/public/hearing/FM-
Systems/
 Georgia Project for Assistive Technology. (n.d.). Georgia Project for Assistive Technology. Retrieved June 12,
2014, from http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/default.aspx
 Ramp Up to Access: Assistive Technology. (n.d.). Ramp Up to Access: Assistive Technology. Retrieved June 12,
2014, from http://uts.cc.utexas.edu/~wilbur/access/assistive.html
 Support and Resources for Educators. (n.d.). Learning Disabilities Association of America. Retrieved June 12,
2014, from http://ldaamerica.org/educators/
 Tips and Strategies for Teaching Hearing Impaired Students. (n.d.). Bright Hub Education. Retrieved June 12,
2014, from http://www.brighthubeducation.com/special-ed-hearing-impairments/67528-tips-and-strategies-for-
teaching-hearing-impaired-students/
 What is APD?. (n.d.). ncapd. Retrieved June 12, 2014, from http://www.ncapd.org/What_is_APD_.html
 What is a Learning Disability?. (n.d.). LD OnLine: The world's leading website on learning disabilities and ADHD.
Retrieved June 12, 2014, from http://www.ldonline.org/ldbasics/whatisld