This document discusses assistive technologies that can help students with disabilities in k-12 classrooms. It begins with an overview of laws requiring integration and individualized education plans. Common disabilities include ADHD, auditory processing issues, and learning disabilities in reading and writing. Both non-technological tools like written notes and technological tools like text-to-speech software are described. The document provides examples of assistive technologies and techniques for each disability to enhance students' educational experiences while complying with laws favoring the least restrictive learning environments.

1. Assistive Technology Resources to enhance students’ educational experience

2. Presentation will include: Integration Least Restrictive Environment Common Disabilities in k - 12 Class setting Assistive Technologies

3. Overview of Integration Passage of Individuals with Disabilities Education Act (IDEA 2004) Provides an opportunity for an Individualized Education Plan (IEP), which will assist in achieving academic expectations “The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them ("Individualized education plans," 2010).”

4. Inclusion Defined “Commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” “Involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students) ("Special education inclusion," 2007). “

5. Least Restrictive Environment “A child with a disability should be served in the regular classroom with as much interaction with his or her non-handicapped classmates as possible. A child with a disability may only be removed from the regular classroom when the nature or severity of the disability is such that the education in regular classes cannot be achieved satisfactorily, even with the use of supplementary aids and services. However, for specific areas of intensive training, it is appropriate to remove a child from the regular classroom (Newton, 1997).”

6. Why Integrate, Include, and Least Restrictive Environment It is important to incorporate a child into a normal environment, and not segregate a child due to his or her differences. Children with disabilities will benefit from the interaction with other children.

7. Common Disabilities found in k - 12 Classroom Attention Deficit Hyperactive Disorder (ADHD) Auditory Disability Learning Disabilities: Reading and Writing

8. Attention Deficit Hyperactive Disorder (ADHD) “ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it's not yet understood why ("What is Adhd," 2010).” “Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details ("What is Adhd," 2010).”

9. Auditory Disability “In the first few years of life, hearing is a critical part of kids' social, emotional, and cognitive development. Even a mild or partial hearing loss can affect a child's ability to speak and understand language ("Hearing evaluation in children," 2010).” “The good news is, hearing problems can be treated if they're caught early — ideally by the time a baby is 3 months old. So it's important to get your child's hearing screened early and evaluated regularly ("Hearing evaluation in children," 2010).”

10. Learning Disabilities “Learning Disabilities (LD) are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing, or math. They can also interfere with higher level skills such as organization, time planning, and abstract reasoning("Types of learning disabilities," 2010).”

11. What is Assistive Technology According to the Assistive Technology Act of 1988, assistive technology refers to "any item, piece of equipment, or product that is used to increase, maintain, or improve functional capabilities of individuals with disabilities ("Assistive technology for the classroom," 2006).“

12. Assistive Techniques for Students Non-Technology Based Tools- utilize little or no technology to assist with disability Technology Based Tools- utilize a large amount of technology to assist with disability

13. Non-Technology Based ToolsADHD A quiet and uncluttered work space Purchased texts that can be marked witha highlighter Homework assignment diarycoordinated between home and school Personally-developed date-book orscheduler ("Types of learning disabilities," 2010)

14. Non-Technology Based ToolsAuditory Disability Written directions Overhead projection for visuals Visual warning systems to signalemergencies, such as flashing lights Personal signer for sign language (Lynne, 2007)

15. Non-Technology Based ToolsLearning Disabilities: Reading and Writing Read-along technique- taped texts and materials allow learning of printed materials Fellow student sharing notes Language games that encourage identification of rhyming words and creation of rhymes Reading instruction in a small group or tutoring setting ("Types of learning disabilities," 2010)

16. Technology Based ToolsADHD Word prediction- reduces key strokes on the computer or may allow only selective vocabulary TouchWindow- allows a computer to be manipulated via touch screen Talking computer software- maintains a students attention through audio in additional to graphical representation (Ayers, 2009)

17. Technology Based ToolsAuditory Disability Personal frequency modulation (FM) systems- uses specific frequencies to transmit sound to a receiver Closed Caption Decoder- allows for audio to be turned into text Induction Loop Systems- uses a cable system to transmit sound to specific location, commonly transmitted via microphone ("Hearing assistive technology," 2009) ("Tools for deaf and hard-of-hearing," 2010)

18. Technology Based ToolsLearning Disabilities: Reading and Writing Word Processing- allows a student to see spelling mistakes, grammar mistakes, etc. Text to speech- allows text to be manipulated into spoken word Drafting- allows a student to put their ideas into written form ("Techmatrix product features," 2010)

19. Resources Assistive technology for the classroom. (2006). Retrieved fromhttp://www.landmark.edu/institute/assistive_technology/index.html Ayers, M. (2009, June 14). Assistive technology in the classroom for adhd students. Retrieved from http://www.examiner.com/x-13056-West-Palm-Beach-K12-EducationExaminer~y2009m6d14-Assistive-technology-in-the-classroom-for-ADHD-students Hearing assistive technology. (2009). Retrieved fromhttp://www.asha.org/public/hearing/treatment/assist_tech.htm Hearing evaluation in children. (2010). Retrieved fromhttp://kidshealth.org/parent/general/eyes/hear.html Individualized education plans (ieps). (2010). Retrieved fromhttp://kidshealth.org/parent/positive/learning/iep.html Lynne, B. (2007, March 18). Technology for hearing impaired. Retrieved fromhttp://teachingtechnology.suite101.com/article.cfm/technology_for_hearing_impaired Newton, C. (1997). Special education legal primer. Findcounseling.com Mental Health Journal, (1997), Retrieved from http://www.findcounseling.com/journal/sped/least.html Special education inclusion. (2007, March 15). Retrieved fromhttp://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Educ ation/special_education_inclusion.aspx Techmatrix product features. (2010). Retrieved fromhttp://www.techmatrix.org/aboutProductFeatures.aspx#1 Tools for deaf and hard-of-hearing. (2010). Retrieved fromhttp://www.oln.org/ILT/ada/Fame/web/f3_36_374.html