Assistive TechnologyPrepared By: Scott Curley

3-3-13

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

Need for Differentiation in Instruction

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

How to Differentiate Instruction

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

Universal Design for Learning

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)

Digital Media as an Instructional Tool

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

Individual Education Plan (IEP)

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

IEP Success

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

Assistive Technology

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/LowTechAssistiveTechnology.pdf

Low Tech (& No Tech) Assistive Technology

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

Mid Tech Assistive Technology

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

iPad as Assistive Technology (Mid- High Tech)

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

No One Size Fits All Solution

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

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