1. ASSISTIVE TECHNOLOGY
EDUC W200 Week 14

2. INTRODUCTION
• All of you will have classes in your program that will deal
with special needs, and the purpose of this time is not to
teach you everything about assistive technologies (AT),
but to introduce them from a tech integration
perspective
• Everyone of you will have to deal special needs as
teachers, and will be legally mandated to do so
• Sometimes, there are tools that can make all of the
difference in what and how we learn, and this week is
about some of those tools
EDUC W200 Week 14

3. LEGAL BACKGROUND FOR
ASSISTIVE TECHNOLOGIES
• IDEA: Individuals with Disabilities Education Act
o Provide appropriate public education, designed to meet individual needs
of students aged 3-21 to anyone, regardless of special needs
• Because of IDEA, all students with special needs, in order to
receive support, are required to have an IEP: Individualized
Education Plan.
o Teachers, administrators, and school/district staff work as a team to
help student’s individual needs.
o Selecting, justifying best technology can be part of the plan.
• Section 504 of the Rehabilitation Act of that provides support
for learning modifications to some students who do not fall
under IDEA (such as ADHD/ADD students
EDUC W200 Week 14

4. IDEA OVERVIEW
• According to IDEA an IEP (Individualized Education
Program) must be developed by a TEAM:
• Parent(s)/guardian of the child
• 1 or more classroom teacher for that student
• If appropriate, special education teacher/provider for the
student/child
• Liaison representing a public agency (represents the child’s needs
and understands public resources), such as a social worker or
social service provider
• An individual who can interpret evaluation results (1 of the people
listed above can fulfill this role)
• Administrators representing the school or school corporation
• The student/child (if appropriate)
EDUC W200 Week 14

5. LEGAL BACKGROUND FOR
ASSISTIVE TECHNOLOGIES
• Key Concept: Least Restrictive Environment (LRE)
o Minimize limitations by a special need
o Promote inclusive classrooms/minimize separating special
needs students from the general population
• This is where technology can help students have the
appropriate LRE
EDUC W200 Week 14

6. IDEA OVERVIEW
• Equal access and IDEA
• The point is to accommodate everyone, to take away
emphasis on individual learning disabilities, need to provide
everyone equal access.
• That’s where Universal Design for Learning comes in
EDUC W200 Week 14

7. UNIVERSAL DESIGN FOR LEARNING (UDL)
• The role of Universal Design for Learning: A flexible
curriculum for all types of learning
o Link to 4min video.
o Teachers and schools are being expected to apply a UDL
approach in their classrooms and school buildings/environments
• Here’s the basics:
o What works for students with special needs could help many
others
o It is a more inclusive approach
o It has a focus on improving the learning of everyone, and not just
a few
EDUC W200 Week 14

8. SO, WHAT CONSTITUTES A “SPECIAL
NEED”
EDUC W200 Week 14

9. DISCUSSION: WHAT IS A SPECIAL NEED?
• Brainstorming session:
o Discuss in groups what you think (specific) special needs are
(say them by name, if you can)
o Create a list that you will share with the rest of the class (as
a group)
• Let’s list them on the board (or SMART Board)!
EDUC W200 Week 14

10. DESCRIPTION OF THE DISABILITY
MATCH THE SPECIAL
(a) One example is, rapid repetitions of vowels.
NEEDS:
(b) Difficulty organizing thoughts, note taking.
TYPE OF NEED
(c) A foundation of genetic endowment,
(1) Emotional or Behavioral Disorders personality attributes to development, focuses
on an area creativity.
(2) Autism (d) Externalizing behaviors: like yelling, walking
(3) Communication Disorder out, destroying, stealing & lying.
(4) Blindness (e) Neurological complications,
malnourishment /typically low social economic
(5) Cerebral Palsy background
(6) Acquired immune deficiency (f) Leads to delays or deficits in motor
syndrome (AIDS). Human development. Reduces a babies motivation to
immunodeficiency virus (HIV) move.
(g) Disorder of voluntary movement and
(7) Gifted and Talented
posture.
(8) Dyslexia (h) Neurobehavioral syndrome, inability to
relate to others, repetitive behavior, normal
physical appearance
EDUC W200 Week 14

11. SO, WHAT DOES IT FEEL LIKE TO HAVE
SOME OF THESE NEEDS?
http://www.creaturediscomforts.org/games/
Optional….
ADHD: http://webaim.org/simulations/distractability
Low Vision : http://webaim.org/simulations/lowvision
Color Blind: http://www.vischeck.com/examples/
EDUC W200 Week 14

12. A DEFINITION OF ASSISTIVE TECHNOLOGY (AT)
“Any product, device, or equipment, whether acquired
commercially, modified or customized, that is used to maintain,
increase, or improve the functional capabilities of individuals
with disabilities.” (US Office of Special Education Programs)
Examples of Assistive Technology (AT):
• Mobility devices (such as walker and wheelchairs)
• Hardware (physical technology devices)
• Software (cds, working inside devices, online
programs)
EDUC W200 Week 14

13. HOW DO WE CHOOSE THE RIGHT TOOLS
FOR EACH STUDENT/CHILD?
2. TASK
1. INDIVIDUAL
What is the task
What are their
they need to
needs?
perform?
4.TECHNOLOGY
3. CONTEXT
Select which
In what subject
technology
area, when,
available best
where?
fits situation?
Framework by Schwab AT Resources
EDUC W200 Week 14

14. HOW DOES “AT” SUPPORT LEARNERS?
For example:
•Listening
•Reading
•Writing
•Mathematics
•Memory
•Motivation
•Social Skills
•Time Management
EDUC W200 Week 14

15. REAL WORLD EXAMPLES OF “AT” IN ACTION
Interview with a K12 Special Interview with a family
Ed Teacher
EDUC W200 Week 14

16. MOBILITY NEEDS
• Adjustable-height tables and chairs
• Special keyboards (e.g., keyless keyboards) Touch
• Special mouse and pointing devices Screen
• Touch screens Example
Alternative
to IPAD
EDUC W200 Week 14

17. HEARING NEEDS
• Phonic ear (wear headset)
• Speech to text systems
• Pictures, photos, objects
• FM amplification systems (e.g., auditory trainer)
• Electronic books Increasing
sounds
EDUC W200 Week 14

18. VISION NEEDS
• Computer screen magnifiers
• Voice-output screen-reading software
• Headsets Zoom Tech
• Word prediction software Demonstratio
n video 2min
• Speech recognition 55sec
• Large-print word processors
EDUC W200 Week 14

19. DEVELOPMENTAL READING DISORDER (DYSLEXIA)
• Dyslexia is a disorder that interferes with an
individual’s ability to read. It often runs in families.
• Symptoms:
o Difficulty determining the meaning of a simple sentence
o Difficulty learning to recognize written words
o Difficulty rhyming
• Fonts designed for dyslexia can help.
o Video that demonstrates how the fonts work
o Try the font out
o Free font pack
EDUC W200 Week 14

20. GENERAL LEARNING DISABILITIES
• Graphic organizers (e.g., Inspiration)
• Text readers
o Type-and-speak writing assistant (e.g., Co:Writer
4000)
o E-text readers (e.g., Universal Reader Plus)
• Books on CD
• Alarms
• Organizers
o Calendars
EDUC W200 Week 14

21. ONE MORE THING…
EDUC W200 Week 14

22. DEFINITION OF NEEDS, REVISITED
• So, should AT and our concern about special needs
be limited to just what we traditionally consider to be
“special education?”
o What about gifted students? How can AT assist them?
o What about all students? How can AT (and UDL) assist
them?
o Can AT be truly a universal tool to reach and teach all
learners, with many, diverse needs?
EDUC W200 Week 14