This is a presentation on Assistive Technologies and their use in an educational setting.

1. ASSISTIVE TECHNOLOGY
Kathryn McGraw
ITEC 7530
Georgia Southern
University

2. WHAT IS ASSISTIVE TECHNOLOGY?
“Assistive technology is an umbrella term that includes assistive, adaptive,
and rehabilitative devices for people with disabilities and also includes the
process used in selecting, locating, and using them. Assistive technology
promotes greater independence by enabling people to perform tasks that
they were formerly unable to accomplish, or had great difficulty
accomplishing, by providing enhancements to, or changing methods of
interacting with, the technology needed to accomplish such tasks.”
- Wikipedia
Assistive Technologies can be low tech like communication boards made of cardboard or
fuzzy felt.
Assistive Technologies can be high tech such as special purpose computers.
Assistive Technologies can be hardware such as prosthetics, attachment devices
(mounting systems), and positioning devices.
Assistive Technologies can be computer hardware, like special switches, keyboards, and
pointing devices.
Assistive Technologies can be computer software such as screen-readers or
communication software.
Assistive Technologies can be inclusive or specialized learning materials and curriculum
aids.
Assistive Technologies can be specialized curricular software.
Assistive Technologies can be much more, including electronic devices, wheel chairs,
walkers, braces, educational software, power lifts, pencil holders, eye-gaze, and head

3. SPECIAL NEEDS STUDENTS AND
ASSISTIVE TECHNOLOGIES
Students with disabilities need and environment designed to promote
cognitive participation and growth.
Technologies, whether high-tech tools or the use of basic
instructional strategies, can play a role in promoting participation and
growth.
Assistive Technologies assist students in daily activities as they are
able to work more independently, rather than depend on heavy
support from those around them.

4. WHAT IS AN INDIVIDUALIZED
EDUCATION PROGRAM (IEP)?
An IEP is a plan developed by a team, consisting of the
parents, the teachers, Special Education Teachers, and
specialists to provide instructional supports in the public
school classroom.
A student may qualify for an IEP if they have difficulty
learning and functioning and has been identified as having
special needs.
Struggling students may also qualify for support services if
they have one of the following: learning disabilities.
attention deficit hyperactivity disorder (ADHD), emotional
disorders, cognitive challenges, autism, hearing
impairment, visual impairment, speech or language
impairment, or developmental delay.
Eligibility is determined by the team and a plan developed.
Instructional supports are provided in the classroom or in
an individualized environment. The IEP and instructional
supports are reviewed on a regular basis to determine their

5. TYPES OF ASSISTIVE
TECHNOLOGIES
Assistive Technology devices can be categorized as
no technology, low technology, or high
technology.
“No technology” devices are not electronic. An
example can range from a piece of foam glued
onto the corners of book pages to make turning
easier to a study carrel to reduce distraction.
"Low technology" devices are electronic but do not
include computer components. An example could
be an electronic voice-recording device or a
talking watch.
"High technology" devices utilize multifunction
technology in a complex
way and usually include a computer and software.

6. CHOOSING APPROPRIATE
ASSISTIVE TECHNOLOGIES
The Individuals with Disabilities Education Act (IDEA) lists the services a school district may need to provide to
ensure assistive technology is useful in the school setting. This law defines Assistive Technologies as: “Any
service that directly assists an individual with a disability in the selection, acquisition or use of an assistive
technology device” and includes all of the following possibilities:
-evaluation of the technology needs of the individual
-purchasing, leasing or otherwise providing for the acquisition of assistive technology devices for individuals
with disabilities
-selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing of assistive
technology devices.
-coordinating and using other therapies, interventions or services with assistive technologies or devices, such
as those associated with existing education and rehabilitation plans and programs (O.T., P.T., Speech)
-assistive technology training or technical assistance with assistive technology for an individual with a
disability, or where appropriate, the family of an individual with disabilities
-training or technical assistance for professionals, employers or other individuals who provide services to
employ or otherwise are substantially involved in the major life functions of individuals with disabilities.
-evaluate the student’s technology needs
-acquire the necessary technology
-coordinate technology use with other therapies and interventions
-provide training for individuals, the individual’s family and school staff in the effective use of the technology

7. IMPLEMENTATION/SELECTION OF
ASSISTIVE TECHNOLOGIES
Step 1: Collect child and family information. Discussions begin about the
child’s strengths, abilities, preferences, needs, and what strategies have
worked.
Step 2: Identify activities within the environments that a child encounters
throughout the day and any limitations that may be presented by the
environment.
Step 3: Discuss indicators of a successful intervention and current levels of
participation. Observed behaviors and independent interactions will be
analyzed.
Step 4: Brainstorming of Assistive Technologies begins. Activities and
desired outcomes must be established and possible solutions discussed with
educators, family members, physical therapist, and other people with whom
the child interacts on a weekly basis. Supports should be included for
movement, communication and/or use of materials if needed. Available
supports in the environment should be considered first, then adaptations to
those materials.
Step 5: Test Assistive Technologies. Determine when the intervention will
begin and create an observation plan to record the child’s participation with

8. ASSISTIVE TECHNOLOGIES FOR
MILD DISABILITIES
Assistive Technologies can assist students in the following six areas:
(1) Organization – helps students organize their thoughts and their work
(2) Note Taking – helps students with note taking by providing fill-in-the-blank
notes or allowing recording or other methods that will help the learner
with effective note taking
(3) Writing – helps students with writing skills, such as grammar/mechanics
and helps with spell checking
(4) Academic Productivity – helps student with their learning, may be a
calculator, word processor, or elaborate software
(5) Access to Reference/Educational Materials – modifications may be
necessary to help students collect information from a variety of sources; use
of multimedia materials should be encouraged
(6) Cognitive Assistance – helps students by providing drills and practice
problems that help them better understand the content

9. ASSISTIVE LISTENING DEVICES
Hearing Assistive Technology Systems (HATS) are devices that are designed
to help those with hearing disabilities function better in their day-to-day
communication situations. They can be used with or without hearing aids or
cochlear implants to make hearing easier and hopefully reduce stress and
fatigue.
HATS help with situation such as the following that may provide difficulties
to those with hearing disabilities.
Distance between the listener and the sound source as the farther away you
are from a speaker, the harder it is to hear the speaker.
Competing noise in the environment: Most rooms have background noise
that can compete 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.
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.

10. EXAMPLES OF PRODUCTS
Read and Write Gold –Literacy software with features such as Text-to-Speech,
highlighting, word prediction, study skills for organization and research, scanning
documents & books, exporting with Bibliography, Fact-Mapping and Brainstorming, and
Web apps for the iPad.
E-Books and Apps –Apps for accessing digital books such as Voice Dream Reader and
iBooks. Apps can be utilized with accessibility features such as Voice-Over, text to speech,
Zoom/ Magnification, Highlighting, Definitions, Annotations, Font style and color
selection, large text, etc.
Voice Recognition Software – Use voice to control everything. Speech-to-Text software
and apps for individuals who are physically unable to access a computer. 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.
Text-To-Speech Software –Text-to-Speech to use while navigating online or typing a
paper.
DAISY Audio Players – Several DAISY audio players are available, such as the Bookport
Plus, PlexTalk, and VictorStream. These audio book players are accessible to individuals
who are Blind or Visually impaired, as well as those with print disabilities.

11. EXAMPLES OF PRODUCTS
iPad and iPhone Apps – Apps for Learning, Apps for Working/ Employment, Apps for
Communicating, Apps for Magnification and Screen Reading, Apps for Navigating, Apps
for organization, studying, reminding, and scheduling, reading, completing assignments,
developing projects; Productivity, data Collection and More. Apps encourage participation,
efficiency and exploration.
QR Codes and Bar Codes –Store any information about a product or object on a QR or
Barcode, and Scan it with a Barcode App to hear the information stored. Create interactive
books, maps, music references, and accessible learning activities/ environments for all
individuals.
Magnification Software and Hardware – Software to zoom text and magnify your computer
screen, invert text colors, increase mouse and cursor sizes. Take photos to review later,
screen reading built-in, and more options for individuals who are Visually impaired, or
losing sight over time.
ScreenReaders - For individuals who are Blind and need Voice Over, screen reading and
keyboard shortcuts to access the internet, email, and other computer applications for
communication, employment, education, research, productivity, etc.
LiveScribe SmartPen – Record Audio and Sync Notes. Record audio and get back to a
specific part of the lecture or meeting instantly. Excellent for brief note taking and
studying. Utilized by individuals who cannot take lengthy notes and listen/ comprehend/
process simultaneously, as well as those with spelling or grammar difficulties, and
physical difficulties with handwriting. Bookmark important references, upload visual of
notes to computer as well as the audio, share notes and audio with others quickly, add to
notes later as you listen to audio.

12. EXAMPLES OF PRODUCTS
Refreshable Braille Displays – 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.
Communication Boards and Schedule Boards - For individuals to communicate and utilize
for behavior management, daily schedules, and organization. Communication boards can
be hand-made with symbols or photos, and can also be digital and incorporated on an
AAC device or iPad for communication.
Environmental Controls for the Home and Work - Supporting Individuals with limited
physical mobility to control things in their environment using their voice, eye gaze, touch
screens, large switch access and apps. The systems allow total control of everyday
functions such as opening a door, closing a window or answering the phone, as well as
turning on/ off lights and running appliances. environmental control using voice.
Mind Mapping, Brainstorming & Graphic Organizers – Many software programs and Apps
such as Popplet, Inspiration, and Fact-Mapper in Read and Write Gold offer the ability to
brainstorm ideas, outline, and create visual templates and study guides to use for writing
a paper, creating a project, or studying for a test.
Adjustable Monitors and Keyboards - Other adjustable equipment or furniture for access,
seating, or mobility may be considered for a student or individual. Adjustable monitors,

13. EXAMPLES OF PRODUCTS
Adjustable and Large Font Keyboards – Keyboards with trays that raise and lower, Large
Font Keyboards with easy to see keys, one-handed keyboards, keyguards and guides for
the iPad and AAC devices.
Switch Access – For Individuals with limited physical access. If an individual can
consistently move one part of their body- their chin, a finger, a knee, a toe, their head
etc., they can use an adapted switch to access the computer, an iPad, an AAC device for
communicating, and other devices such as a phone or appliances.
Track Balls and Track Ball Mice – There are many types of trackball mice or joystick
options for mouse control, for individuals with physical access challenges, who may not be
able to use a standard computer mouse. Trackball mice are also used for ergonomic
purposes, to avoid strain.
Augmentative and Alternative Communication (A.A.C.) - AAC devices may be touch-screen,
switch access, or eye-gaze activated. Eye-gaze can also be utilized for computer
access and environmental controls.

14. PROS/CONS OF ASSISTIVE
TECHNOLOGY
PROS:
Learning can be differentiated to compensate for different
learning needs that are present inside the classroom.
Assistive Technologies provide a way for those with severe
disabilities to keep up with their peers.
Assistive Technologies promote learning, understanding, and
participation in the classroom.
CONS:
Training is essential for use of Assistive Technologies.
Students have the abilities to use the devices, but lack of training
can prevent teachers from being able to make the most of the
technologies.

15. ASSISTIVE TECHNOLOGY IN THE
MATHEMATICS CLASSROOM
Assistive technology is used in the mathematics classroom to help students
who struggle with computing, organizing, aligning, and copying math
problems down on paper. The visual and/or audio support allows users to
set up and calculate basic math problems.
Assistive Technology Tools for Mathematics:
Electronic Math Worksheets – Software programs that can help a user
organize, align, and work through math problems on a computer screen.
Also provides a way for numbers to be read aloud via a speech synthesizer.
Some examples programs are MathPad and MathPad Plus.
Paper-based Computer Pen – Pen records and links audio to what is written
using the pen and special paper. The students is able to take notes while
simultaneously recording the teacher’s speaking. Sections can be selected for
review by touching the pen to corresponding handwriting and the audio will
play. An example is the Echo Smartpen by Livescribe.
Talking Calculators - A talking calculator has a built-in speech synthesizer
that allows each number, symbol, or operation key a user presses to be
read aloud. Answer to the problems are also read aloud. This feature will
help students check the accuracy of the numbers they are pressing on
the calculator. Some examples of this technology are Independent Living
Aids, MaxiAids, and Able Data. All have a variety of talking calculators that
can be useful in the mathematics classroom.

16. 8 HELPFUL TECHNOLOGY TOOLS
FOR THE CLASSROOM
Screen Readers – speech synthesizer that reads text aloud from
computer
Word Talk – can read aloud Word documents
Word Prediction Programs – predict words as student types to
provide support for writing difficulties
Supernova Access Suite – screen reader that includes supports for
Braille
Video Magnifiers – used to display magnified images on a
television
Close Captioning and Subtitling – text provided for video
FaceMouse – turns a webcam into a mouse operator
Sip-and-Puff Systems – allows students to control computer using

17. GEORGIA PROJECT FOR ASSISTIVE
TECHNOLOGY The Georgia Project for Assistive Technology (GPAT) is a
unit of the Georgia Department of Education which
supports local school systems as they provide assistive
technology devices and services to students with
disabilities. This project has been funded since 1991and
has focused on building local assistive technology
resources through professional learning and technical
support services. Their mission 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.
GPAT offers information for the implementation of
Assistive Technology on their website,
along with laws and examples of tools that may be
used. Professional Development experiences are also
sponsored by the Georgia Department

18. REFERENCES
Lyness, D. (2014). Individualized Education Programs. Retrieved from
http://kidshealth.org/parent/positive/learning/iep.html#
Wikipedia. (2014). Assistive Technology. Retrieved from
http://en.wikipedia.org/wiki/Assistive_technology
National Center for Technology Innovation and Center for Implementing
Technology in Education. (2010). Help for Young Learners: How To Choose
AT? Retrieved from http://www.ldonline.org/article/8088
Assistive Technology for Education, LLC. (2014). AT Examples. Retrieved
from http://assistivetechnologyforeducation.com/examples-of-assistive-technology/
Georgia Department of Education. (2014). Georgia Project for Assistive
Technology. Retrieved from http://www.gpat.org/Georgia-Project-for-
Assistive-Technology/Pages/default.aspx
American Speech-Language-Hearing Association. (2014). Hearing Assistive
Technology. Retrieved from
http://www.asha.org/public/hearing/treatment/assist_tech.htm

19. REFERENCES
Behrmann, M. & Jerome, M. (2002). Assistive Technology for Students
with Mild Disabilities. Retrieved from
http://www.ericdigests.org/2003-1/assistive.htm
TeachThought Staff. (2013). 8 Helpful Assistive Technology Tools For
Your Classroom. Retrieved from
http://www.teachthought.com/technology/8-helpful-assistive-technology-
tools-for-your-classroom/
Steele-Carlin, S. (2011). Assistive Technology in the Classroom:
Helping Challenged Kids Get the Most from Learning. Retrieved from
http://www.educationworld.com/a_tech/tech/tech086.shtml
Stanberry, K. & Raskind, M. (2014). Assistive Technology Tools: Math.
Retrieved from http://www.greatschools.org/special-education/
assistive-technology/949-math-tools.gs
Assistive Technology Industry Association. (2014). What is Assistive
Technology? How Is It Funded? Retrieved from
http://www.atia.org/i4a/pages/index.cfm?pageid=3859