Assistive Technology in the Classroom.

Assistive Technology in the Classroom

Mikael Phoebus Apollo Mcnealy

What is Assistive Technology?

▪ IDEA definition (2004) ▪ An assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability ▪ Note: this does not include a medical device that is surgically implanted, or the replacement of such a device ▪ An assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device

In Layman’s Terms…

▪ Assistive technology is anything that helps anyone do something they couldn’t do otherwise (read, write, communicate, hear, see, move, type, etc.)

▪ In school based terms: anything that will help a student function better in the academic setting

Levels of Assistive Technology ▪Low Tech- no electronic component, inexpensive, high availability in classrooms ▪Mid Tech- electronic in nature, less expensive, require less training, often available in many classrooms

▪High Tech- often based on computer technology, may be complicated to operate, require more training, can be expensive, often powerful and flexible

No/Low Tech Examples Continued Large Print Text

Number Lines

Page Turners

Color Paper

Letter Tiles

Paper Tabs/Post-it

Clamps

100’s Chart

Stamps

Mid Tech Examples

Audio recorder

Adapted keyboard

Timers

Amplification system

Tape/cd player

Portable FM system

Calculator

Electronic dictionary

Electronic spell checker

Mid Tech Examples Continued Bookworm

Label Maker

Electronic Pens

Word Processor

Switches

Portable digital magnifier

High Tech Examples

Word Prediction

Speech to Text

Voice Recognition

Eye Gaze

Smartboard

Text to Speech

High Tech Braille Devices

iPad

Computer

High Tech Examples Continued Power Wheelchairs

APPs

Software

Digital Hearing Aids

Implementation in the Classroom

▪ Choose assistive technology based on the individual needs in the classroom ▪ Choose assistive technology that will reach the broadest range of learners (Universally designed learning) ▪ Take into account how to include all students in the classroom, regardless of disability ▪ Think of resources that can carry across environments (school to home) ▪ Make sure the people working with the students are trained in using the assistive technology ▪ Think of ways to use the resources that are readily available ▪ Rely on your assistive technology team for training, resources, and recommendations ▪ Look for motivating and engaging assistive technology ▪ Make sure the classroom set up supports access for all students

Examples of Use in the Classroom

▪ Record notes for students (writing and audio) ▪ Provide visual representations of information

▪ picture schedules, model given directions, give visual examples of expectations, pair pictures with words, etc.

▪ Make sure students are seated according to needs ▪ keep in mind students with visual impairments, hearing impairments, communicative disorders, diagnosis such as ADHD, traumatic brain injury, and Autism

▪ Allow for books on tape ▪ Student with reading impairments benefit from hearing the book and following along

▪ Use amplification if available ▪ Use of speakers can support students not only with hearing impairments but those with auditory processing and attention difficulties

▪ Make sure there are adapted books available ▪ Modify books for student with visual, mobility, and reading impairments.

▪ If a student has a communication device, allow time for the student to participate

▪ Program phrases and vocabulary in ahead of lessons, model for the student what was added, and demonstrate patience

SETT Process ▪ If the student is diagnosed with a disability and needs assistive technology to fully participate in the academic setting, you can request that the student go through the SETT process ▪ S- Student E- Environment T- Task T- Tools ▪ ▪ ▪ ▪

S- What are the students needs?

Environment- Where are the needs?

Task- What does the student need to accomplish?

Tools- What assistive technology tools or services will address and support the tasks

▪ The SETT process involves the entire IEP team ▪ All parts of the team should be trained and educated

Thank You