Assistive TechnologyAn overview about working with students who

have special needs and the resources than help

enhance their educational experience.

Students with Special Needs

O In 1975, the Individual with Disabilities Education

Act (IDEA) emerged. The act mandates the

provision of free and appropriate public education

for kids with disabilities (The Condition of

Education, 2014).

O By 2011-2012 the number of students with special

needs that were receiving appropriate public

education were around 6.4 million which was

about 13% of the total public school population

(The Condition of Education, 2014).

Special NeedsWhat students fall into this category?

O Students that have ADHD, blindness,

deafness, brain injures, physical injuries,

Autism, Autistic Spectrum Disorders, and

learning/behavioral disabilities along with

many more (Working with Students with

Disabilities, 2013).

IEPO Students that qualify for special disability services

are given an individualized education program

(IEP) (Individualized Education Programs, 2014).

This program is a laid out developmental plan to

help students succeed in school. Parents,

teachers, therapist, and specialist help to develop

an appropriate plan for each child and sometimes

these plans include using assistive technology to

assist in the success of students educational

learning.

What is Assistive technology?

O Assistive technology refers to any item, piece of

equipment, or product system, whether acquired

commercially, modified, or customized, that is used

to increase, maintain, or improve functional

capabilities of individuals with disabilities (Assistive

Technology, 2014) .

Choosing Assistive TechnologySix steps to finding a solutionIdentifying AT solutions to support a child’s participation is best done as a team process. By first examining the interests, abilities and needs of a child and the specific components of the activity where support for participation is indicated, AT solutions can be planned and implemented and the impact can be observed immediately. A six-step process defined below is one example of a framework for AT decision making for young children.

Step 1: Collect child and family information. Begin the discussion about the child’s strengths, abilities, preferences and needs. What strategies have been found to work best?

Step 2: Identify activities for participation. Discuss the various activities within the environments that a child encounters throughout the day. What is preventing him/her from participating more?

Step 3: What can be observed that indicates the intervention is successful? What is his/her current level of participation and what observable behaviors will reflect an increase in independent interactions? What changes (e.g., number of initiations, expression attempts, responses, reactions, etc.) will you look for?

Step 4: Brainstorm AT solutions. With the activity and desired outcomes established, you are now ready to discuss possible solutions with educators, family members, physical therapist, and other people with whom the child interacts on a weekly basis. Do the child’s needs include supports for movement, communication and/or use of materials? Start with what is available in the environment (what other children use) and consider adaptations to those materials. A range of options that address specific support areas should be considered.

*The TAM Technology Fan, a new resource focused on identifying AT items for young children with disabilities, helps to facilitate this step. See below for more information.

Step 5: Try it out. Determine when the AT intervention will begin and create an observation plan to record how the child participates with the AT supports.

Step 6: Identify what worked. Selecting AT interventions is a continuous learning opportunity. Reflect on your plan and discuss what worked. What didn’t work? What should be done differently? Make modifications as needed and try again. Only by trying the AT can certain factors such as technology placement, amount of force, mounting, number of choices, etc. be determined and adjusted (Help for Young Learners: How to Choose AT?, 2010).

Overview Assistive technology is a term used to describe any device or service that increases, maintains, or improves the functional performance of an individual with a disability. Because of AT’s immense potential benefits, federal law requires that it be considered when developing an IEP for every student with a disability. Recognizing the need for assistive technology involves (1) acknowledging a performance problem and (2) acting on a desire to improve that performance. After appropriate AT devices have been identified, services in the form of training and support may be required. In addition, the student’s use of the assistive technology should be evaluated to determine whether (Assistive Technology: An Overview, 2014):

The AT is working adequately

Additional training is needed

Product adaptation is necessary

A new device should be identified

Once appropriate AT devices are in place, it is critical for the team to continue regularly monitoring the student’s progress to ensure that he or she receives the support needed to complete new tasks more effectively, efficiently, and independently.

Resourceful Overview of AT:

http://iris.peabody.vanderbilt.edu/module/at/cwrap/#content

Types of TechnologyMild Disabilities

Low-tech solutions include teaching students to organize their thoughts or work using flow-charting, task analysis, webbing, and outlining. These strategies can also be accomplished using high-tech, graphic, software-based organizers to assist students in developing and structuring ideas (Assistive Technology for Students with Mild Disabilities, 2002).

NOTE TAKING

O A simple, no-tech approach to note taking is for the teacher to provide copies of structured outlines in which students fill in information. Low- and high-tech methods include

O * Videotaping class sessions for visual learners or those who are unable to attend class for extended periods of time.

O * Sending web-cam photography across the Internet to allow students to see and hear what is happening in class (for students who are unable to attend class).

O * Sending class notes or presentations to students via e-mail.

O * Translating print-based notes to voice by using optical character recognition (OCR) software with a voice synthesizer.

O * Using notebook computers, personal digital assistants (PDAs), or portable word processing keyboards to help students with the mechanics of note taking.

WRITING

O Word processing may be the most important application of assistive technology for students with mild disabilities. Writing barriers for students with mild disabilities include

O Mechanics: spelling, grammar, and punctuation errors.

O Process: generating ideas, organizing, drafting, editing, revising, and producing a neat, clear final copy.

O Motivation: interest in writing.

O Grammar and spell-checkers, dictionaries, and thesaurus programs assist in the mechanics of writing. Macros are available that will insert an entire phrase with the touch of a single key. Word prediction software helps students recall or spell words.

O During the writing process, word processors allow teachers to make suggestions on the student's disk. If computers are networked, students can read each other's work and make recommendations for revision. Computer editing also reduces or eliminates problems such as multiple erasures, torn papers, and poor handwriting. The final copy is neat and legible.

O Motivation is often increased through the desktop publishing and multimedia capabilities of computers. A variety of fonts and styles allow students to customize their writing and highlight important features. Graphic images, drawings, video, and audio can provide interest or highlight ideas. Multimedia gives the student the means and the motivation to generate new and more complex ideas. For early writers, there are programs that allow students to write with pictures or symbols as well as text. In some of these programs, the student selects a series of pictures to represent an idea, then the pictures are transformed to words that can be read by a synthesizer and then edited. (Assistive Technology for Students with Mild Disabilities, 2002)

Types of TechnologyMild Disabilities

ACADEMIC PRODUCTIVITY

O Tools that assist productivity can be hardware-based, software-based, or both. Calculators, for example, can be separate, multifunction devices or part of a computer's software. Spreadsheets, databases, and graphics software enhance productivity in calculating, categorizing, grouping, and predicting events. The Internet, computers, and PDAs can also aid productivity in note taking, obtaining assignments, accessing reference material and help from experts, and communicating with peers. Instead of relying on the telephone, students are increasingly sharing documents, using instant messaging, and transferring documents to each other as e-mail attachments (Assistive Technology for Students with Mild Disabilities, 2002) .

Types of TechnologyMild Disabilities

Hearing Assistive Technology

What are hearing assistive technology

systems (HATS)?O Hearing assistive technology systems (HATS) are

devices that can help you function better in your day-to-

day communication situations. HATS can be used with

or without hearing aids or cochlear implants to make

hearing easier—and thereby reduce stress and fatigue.

Hearing aids + HATS = better listening and better

communication! (Hearing Assistive Technology, 2014)

O Distance between the listener and the sound source: The farther away you are from a

speaker, of course, the harder it is to hear the speaker. This is because the intensity, or

loudness, of a sound fades rapidly as it travels over distance. So, while you may have no

difficulty hearing someone in close range, you may have considerable difficulty hearing the

same person across the room.

O Competing noise in the environment: Most rooms have background noise that competes

with the spoken message or sound we want to hear. Examples of background noise include

ventilation systems, others talking, paper shuffling, computers, radios, TVs, outside traffic or

construction, and activities in adjacent rooms. Background noise can make hearing very

challenging. For optimum hearing, speech should be at least 20–25 decibels (dB) louder than

any competing noise. This is called the signal-to-noise ratio, or S/N ratio.

O Poor room acoustics/reverberation: A room’s acoustics are the quality of sound maintained

in the room, and they can affect your ability to hear effectively. Sound waves bounce off hard

surfaces like windows, walls, and hard floors. This creates sound reflections and echoes

(called “reverberation”). The result of excess reverberation is distorted speech. Large gyms,

cathedrals, and open marble lobbies quickly come to mind when we think about reverberation.

Reverberation also can occur in smaller spaces such as classrooms. We’ve all experienced

how much easier it is to hear in rooms that are carpeted and have upholstered furniture (which

absorbs noise) than in empty rooms with tile or cement floors.

Hearing Assistive TechnologyChallenging hearing Environments

(Hearing Assistive Technology, 2014)

Personal frequency modulation (FM) systems are like miniature radio stations operating on special frequencies. The personal FM system consists of a transmitter microphone used by the speaker (such as the teacher in the classroom, or the speaker at a lecture) and a receiver used by you, the listener. The receiver transmits the sound to your ears or, if you wear a hearing aid, directly to the hearing aid.

O Personal FM systems are useful in a variety of situations, such as in a classroom lecture, in a restaurant, in a sales meeting, or in a nursing home or senior center.

O FM systems are also used in theaters, places of worship, museums, public meeting places, corporate conference rooms, convention centers, and other large areas for gathering. In these situations, the microphone/transmitter is built into the overall sound system. You are provided with an FM receiver that can connect to your hearing aid or cochlear implant. The receiver can also connect to a headset if you don’t wear a hearing aid.

Hearing Assistive Technology

Infrared systems are often used in the home with TV sets, but, like FM systems, they can also be used in large settings like theaters.

O With an infrared system, sound from the TV is transmitted using infrared light waves. This sound is transmitted to your receiver, which you can adjust to your desired volume. The TV can be set to a volume comfortable for any other viewers with normal hearing. Thus, TV watching as a family becomes pleasurable for all.

(Hearing Assistive Technology, 2014)

Induction loop systems are most common in large group areas. They can also be purchased for individual use.

O Induction loop systems work with hearing aids. An induction loop wire is permanently installed (typically under a carpet or in the ceiling) and connects to a microphone used by a speaker. The person talking into the microphone generates a current in the wire, which creates an electromagnetic field in the room. When you switch your hearing aid to the “T” (telecoil/telephone) setting, you are hearing aid telecoil picks up the electromagnetic signal. You can then adjust the volume of the signal through your hearing aid.

There are many other HATS available, such as:O Telephone amplifying devices for cordless, cell, digital, and wired

phonesO Amplified answering machinesO Amplified telephones with different frequency responsesO Loud doorbellsO ComputersO Wake-up alarms (loud bell or vibrating clock)

(Hearing Assistive Technology, 2014)

Hearing Assistive Technology

Examples of Products(AT Examples, 2014)

Voice Recognition

SoftwareRefreshable Braille

Displays O Use your voice to control everything.

Speech-to-Text software and apps for individuals who are physically unable to access a computer, or may have a learning disability or print disability. Speech recognition can be utilized to access all features of a computer- reading, navigating, typing, research, sending email and texts, completing work, etc. It can also be used for environmental controls in one’s home environment, for lights, television, music, appliances, etc. Speech recognition can also support individuals who may struggle with spelling and grammar. (FREE Speech to Text Options are available as Chrome Apps).

O utilized by individuals who are Blind and Read Braille. Access all information on the computer, iPad, or iphone by connecting to a refreshable Braille display, and having instant, real-time, refreshing Braille to access the information that is presented. Refreshable Braille displays offer access to the internet, software, documents, research, email, texting, textbooks, assignments or work, ebooks, iphones, iPads, apps and more in real-time braille to read.

Georgia Project for Assistive Technology

O The Georgia Project for Assistive Technology (GPAT), a unit of the Georgia Department of Education, supports local school systems in their efforts to provide assistive technology devices and services to students with disabilities. Funded since 1991, GPAT has focused on building local assistive technology resources by providing quality professional learning and technical support services.

O 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.

(Georgia Project for Assistive Technology, 2014)

Reference List Assistive Technology. (2014). Retrieved 10 2014, from Wikipedia:

http://en.wikipedia.org/wiki/Assistive_technology

Assistive Technology for Students with Mild Disabilities. (2002, 1). Retrieved 10 2014,

from Ericdigest.org: http://www.ericdigests.org/2003-1/assistive.htm

Assitive Technology: An Overview. (2014). Retrieved 10 2014, from The Iris Center:

http://iris.peabody.vanderbilt.edu/module/at/cwrap/#content

AT Examples. (2014). Retrieved 10 2014, from Assistive Technology for Education:

http://assistivetechnologyforeducation.com/examples-of-assistive-technology/

Georgia Project for Assistive Technology. (2014). Retrieved 10 2014, from Georgia

Department of Education: http://www.gpat.org/Georgia-Project-for-Assistive-

Technology/Pages/default.aspx

Hearing Assistive Technology. (2014). Retrieved 10 2014, from American Speech

Language Hearing Association:

http://www.asha.org/public/hearing/treatment/assist_tech.htm

Help for Young Learners: How to Choose AT? (2010). Retrieved 10 2014, from LD

online: http://www.ldonline.org/article/8088

Reference List

Individualed Education Programs. (2014). Retrieved 10 2014, from KidsHealth:

http://kidshealth.org/parent/positive/learning/iep.html#

The Condition of Education. (2014, 1). Retrieved 10 2014, from Institute of Education

Sciences: http://nces.ed.gov/programs/coe/indicator_cgg.asp

Working with Students with Disabilites. (2013). Retrieved 10 2014, from

DsiabledTravelers.com: http://www.disabledtravelers.com/working-with-students.htm