1. Assistive Technology
Sara Rae LeClair
(P1)

2. OVERVIEW
 This presentation was made to share with teachers
everywhere to present resources that can enhance
students’ educational experience. With assistive
tools and new technologies, teachers can become
more successful at “reaching” each child’s needs
and accommodate for them without hesitation.
These resources and instructional practices will
help you assist your students on a daily basis and
allow them to become equipped with the
appropriate tools.

3. What is Assistive Technology?
 Assistive technology refers to assistive and adaptive devices for students with
disabilities. These devices enable students to perform tasks they could not
normally perform without the enhancement or methods that are used to
support them.
 “An Assistive Technology Device is defined as 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).
 This includes hearing aids, wheelchairs, personal emergency response
systems, accessibility software, alternative communication software,
prosthesis, computers, etc.
http://en.wikipedia.org/wiki/Assistive_technology

4. Use of Assistive Technology through
Universal Design for Learning
 Assistive Technology can allow students to meet the challenges of everyday life and
overcome these struggles with minimal effort.
 These devices can maximize learning in the classroom and help students “bypass
academic weaknesses (Alnahdi, 2012).
 Universal Design for Learning (UDL) is a system that can be used as a framework
to challenge students with disabilities.
 The context of this learning design provides flexibility in how information is
presented, how students respond, and allows students to become more engaged in
the lesson.
 This design provides accommodations and supports students who are limited to
these types of resources.
 In a UDL unit, students are supported and held to high expectations while using
multiple modes of technology and resources to support learning.
Higher Education Opportunity Act

5. Technology Advantages
 Students can:
 participate in classroom discussion on a computer-based
communication device.
 gain access to peers, mentors and role models through an internet
community or blog.
 maximize independence in academic and employment tasks using a
hands-free keyboard to take notes, access the internet, etc.
 gain full access to educational options in a distance learning course
that employs UDL principles.
 participate in experiences not otherwise possible by using computer
simulations and virtual classrooms.
The Turkish Online Journal of Educational Technology

6. Technologies Mainstreaming
in the Classroom
 In Schaffhauser’s article I read about a BYOT program in Forsyth County.
We also use this program in Newton County Schools.
 Students are able to Bring Their Own Technology on specific days during the
week and can use their device during class instruction. In return, all the
subject area teachers plan lessons that revolve around using your device,
such as Kahoot, clickers, interactive games on the SmartBoard, etc.
 Moving to the Cloud also allows students to access their information or files
from anywhere, at any time.
 Mobile learning allows special needs students to access specific apps during
class so they have guided access to the material being taught.
 Flipping the Classroom is also a new technique we are adopting in Newton
County. It allows students to listen to the lectures online at night, and
participate in hands-on activities during class time. This gives students
multiple times to learn the concepts on their own time and not feel rushed to
get the notes in class.

7. Why Assistive Technology?
 Assistive technology helps the students with disabilities grow and
develop socially, emotionally, educationally, and vocationally.
 “Federal law mandates that schools annually consider assistive
technology accommodations in the Individual Education Program
(IEP) of all eligible students.”
 “Ramp Up to Access has located a number of resources related to
this rapidly advancing field to assist people with disabilities,
educators, parents, and employers in their implementation of "best
practices" for assistive technology.”
http://uts.cc.utexas.edu/~wilbur/access/assistive.html

8. Questions?
Email me at: sararae.leclair@gmail.com

9. Works Cited
 Alnahdi, G. (2014). Assistive technology in special
education and the universal design for learning. The
Turkish Online Journal of Educational Technology. 13(2),
18-22.
 Behrmann, M. & Schaff, J.(2001). Assisting educators with
assistive technology: Enabling children to achieve
independence in living and learning. Children and Families
42(3), 24-28.
 IDEA Regulations Act
 Schaffhauser, D. (2013). Assistive tech goes mainstream:
as schools shift to mobile device usage and new forms of
technology-inspired pedagogy--like the flipped classroom--
special ed is adopting mainstream approaches for its
assistive technologies. T H E Journal (Technological
Horizons In Education). 40(5), 31-36.

10. Websites Used
 Picture On Slide 1-
https://sites.google.com/site/tricountyassistivetech
nology/language-arts/wordle_2.jpg
 Picture on Slide 7- http://1.bp.blogspot.com/-
TQWuLlYGyo8/T4YIKXU7bOI/AAAAAAAAABM/iG
gffzTNYEk/s1600/Picture%2B3.png
 http://en.wikipedia.org/wiki/Assistive_technology
 http://uts.cc.utexas.edu/~wilbur/access/assistive.ht
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