Assistive Technology:

Multiple Perspectives,

Multiple Solutions

Tina McMunnUniversity of West Alabama

Table of ContentsWhat is Assistive Technology…………………………………………………Slide 3

Why use Assistive technology in the Classroom……………………………...Slide 4

Understanding the Student’s Needs…………………………………………...Slide 5

Assistive Technology for Hearing Impaired…………………………..………Slide 6

Assistive Technology for Seeing Impaired………............……………………Slide 7-8

Assistive Technology for the Blind…………………………………………....Slide 9

Assistive Technology in Action………………………………………………..Slide 10

Assistive Technology: “The Sound of Learning”………………………….......Slide 11

Assistive Technology for Learning Disabled……………………………….....Slide 12

Assistive Technology for Physically Disabled………………………………...Slide 13

Assistive Technology Laws “Public Law 94-142”………………………….....Slide 14

Assistive Technology Laws “Public Law 105-394 [29 USC 2201]”…………..Slide 15

Four Purposes of Public Law 94-142…………………………………………..Slide 16

Considering Assistive Technology …………………………………………….Slide 17

Implementing Assistive Technology …………………………………………..Slide 18

Evaluating Assistive Technology and Decision Making……………………….Slide 19

Assistive Technology…………………………………………………………..Slide 20

Resources……………………………………………………………………....Slide 21-22

What is Assistive Technology?

• Any device or service that assists a student with a disability to meet his or her individualized education program (IEP) goals.

• Any device or service used to maintain, increase, or improve the functional capabilities of students with disabilities.

• It includes assistive, adaptive, and rehabilitative devices for students with disabilities.

• And includes the process used in selecting, locating, and using the devices.

Why use Assistive Technology in the Classroom?

•Offers students alternative ways to access and interact with the curriculum.•Helps them better understand their environment.•Improves their communications skills.•Builds better attention skills.•Expands their motivation.•Improves their organizational skills.•Helps them keep up with the classroom curriculum.•Increases their independence.

• Know the student’s strengths and weaknesses.

• Attend meetings (e.g., IEP meeting, AT Team meeting) to share information and consider the student’s AT needs.

• Participate in AT training to learn about the student’s AT.

• Understand how AT helps support a student’s IEP goals and objectives.

• Recognize that some AT will be simple to implement in the classroom, whereas other types may be more difficult to implement or might require more time to learn how to effectively use.

• Allow the student to practice with a new device using skills that come easily to him or her, only then moving to more difficult skills. In this way, the student is not both struggling with the academic content and learning to use a new device at the same time.

• Be aware that students using AT may require more time to complete instructional tasks.

• Understand the ways in which the classroom environment can affect the student’s successful use of AT. For example, use of the classroom computer may require prior consideration for structuring a small-group activity.

• Take note whether AT is isolating the student from his or her peers.

• Regularly monitor the student’s progress.

Understanding the Student’s Needs

Assistive Technology for Hearing Impaired

• Phonics Phone• Frequency Modulator• TalkSense V(oice) Pen• Livescribe Smartpen• Cochlear Implants• Reading Pen• Tablet computers, E-Readers, Headphones

Assistive Technology for Seeing Impaired

• Glasses• Magnifying Glasses• Computer Screen Magnifiers• Highlighters• Colored Overlays / EZ readers• Audio Books• Magnifiers• Computers/ Laptops• Portable Reading Device

Assistive Technology for Seeing Impaired(continued)

• Braille Clocks• Portable Reading Device• Smart Magnifier and Reader

Click on the button to learn more about DAISY.

Digital Accessible Information System (DAISY) Access Texts (see it or hearing it)Manipulate Texts (highlight or enlarge font)Navigate Texts (move from page to page)

Assistive Technology for the Blind

The Braille Interpreter is a single-finger glove that features a tactile sensor, a Bluetooth headphone and interpreting software that reads Braille for the blind that can’t read Braille.

The index finger portion of the glove hosts the tactile sensor. Skim it over the Braille surface and it sends a feed to the main device housed on the back of the glove. The feeds are interpreted and beamed to the headphone via Bluetooth as voice data.

Assistive Technology in Action

Assistive Technology: “The Sound of Learning”

Assistive Technology for Learning Disabled

• Word Processing Software• Talking Book Readers• Electronic Books• Computer Touch Screens• Adapted Keyboards• Velcro• Photo Dial Telephones• Electronic Math Worksheets• Talking Calculators

Assistive Technology for Physically Disabled• Non-slip Material Matting• Rubber Stamps• 3 Ring Binder or Slant Board• Large Key Portable Keyboard• Adapted Mouse or Joystick• Printer• Pencil Grips and Adaptive Scissors • Planners and Raised-line paper• Keyboard Aids• Mobility Aids and Furniture

Assistive Technology Laws“Public Law 94-142”

Individuals with Disabilities Education Act (IDEA)

• The Individuals with Disabilities Education Act (IDEA) was initially passed in 1975 as P.L. 94-142. That law, known as the Education for All Handicapped Children Act, or the EHA, guaranteed that eligible children and youth with disabilities would have a free and appropriate public education (FAPE) available to them, designed to meet their unique educational needs. P.L. 94-142 has been amended many times since passing in 1975, most recently in 2004.

For more information about IDEA, you can visit the following website: http://www.ed.gov/offices/OSERS/Policy/IDEA/index.html

Assistive Technology Laws“Public Law 105-394 [29 USC 2201]”

Assistive Technology Act of 1998

Public Law 105-394 [29 USC 2201]

The Assistive Technology Act, also known as the “Tech Act” provides funds to states to support three types of programs:

• The establishment of assistive technology (AT) demonstration centers, information centers, equipment loan facilities, referral services, and other consumer-oriented programs;

• Protection and advocacy services to help people with disabilities and their families, as they attempt to access the services for which they are eligible;

• Federal/state programs to provide low interest loans and other alternative financing options to help people with disabilities purchase needed assistive technology.

The school districts must provide the devices and services to help the child and family.

For a list of state projects funded under the Tech Act, visit http://www.ataporg.org/stateatprojects.asp

Four Purposes of Public Law 94-142

The Four Purposes •“to assure that all children with disabilities have available to them … a free appropriate public education which emphasizes special education and related services designed to meet their unique needs•to assure that the rights of children with disabilities and their parents … are protected •to assist States and localities to provide for the education of all children with disabilities •to assess and assure the effectiveness of efforts to educate all children with disabilities”

The four purposes of the law articulated a compelling national mission to improve access to education for children with disabilities. Changes implicit in the law included efforts to •(a) improve how children with disabilities were identified and educated, •(b) evaluate the success of these efforts, and •(c) provide due process protections for children and families. •In addition, the law authorized financial incentives to enable states and localities to comply with P.L. 94-142.

Source: Education for All Handicapped Children Act, 1975

Considering Assistive Technology

Implementing Assistive Technology

Evaluating Assistive Technology

and Decision Making

ResourcesGoogle. (2015). Google Images. Retrieved from

https://www.google.com/search?tbm=isch&q=http:%2F%2Faztap.org%2Fwp-content%2Fuploads%2F2013%2F06%2Fassistive-technology-logo2013.png&ei=Ze4VVYH0L8S

mNtXVgpAF&gws_rd=ssl

Wikipedia. (2015). Assistive Technology. Retrieved from http://en.wikipedia.org/wiki/Assistive_technology

Vanderbilt Peabody College. (2015). The Iris Center. Assistive Technology Devices. Retrieved from

http://iris.peabody.vanderbilt.edu/module/at/cresource/what-should-ms-adelaide-know-about-assistive-technology-and-how-it-is-used-by-students-with-disabilities/at_02/

Autism Community. (2015). Assistive Technology. What is Assistive technology? Retrieved from http://www.autism-community.com/education/assistive-technology/

Vanderbilt Peabody College.2015). The Iris Center. Tips for Teachers. Retrieved from

http://iris.peabody.vanderbilt.edu/module/at/cresource/what-can-classroom-teachers-do-to-help-their-students-fully-succeed-in-their-use-of-assistive-technology/at_07/#content

Vanderbilt Peabody College. (2015). The Iris Center. Classroom Key. Tips for Teachers. Retrieved from

http://iris.peabody.vanderbilt.edu/module/at/cresource/what-should-ms-adelaide-know-about-assistive-technology-and-how-it-is-used-by-students-with-disabilities/at_02/at_02_c

lassroom_key/#

content

Parkland Regional Library. (2015). Daisy Reader Tutorial. DAISY. Retrieved from https://www.youtube.com/embed/SiUJV5NUXSY

The Family Center on Technology and Disability. (2015). Video. Assistive Technology in Action. Retrieved from http://www.fctd.info/show/videos

The Family Center on Technology and Disability. (2015). Video. A Look at Assistive Technology Assessment. Retrieved from http://www.fctd.info/show/videos

YouTube. (2015). Edutopia. The Sound of Learning: Albano Berberi. Retrieved from https://www.youtube.com/embed/p2vME6QePMg

Resources(continued)

SCN.Org. (2015). Public Law 94-142. Education of All Handicapped Children Act. Retrieved from http://www.scn.org/~bk269/94-142.html

Family Center on Technology and Disability. (2015). Understanding the Law & Assistive Technology. Assistive Technology Act of 1998, Public Law 105-394 [29 USC 2201].

Retrieved from http://www.fctd.info/resources/ATlaws_print.pdf

U.S. Department of Education. (2015). Thirty-five Years of Progress in Educating Children With Disabilities Through IDEA. Four Purposes of P.L. 94-142. Retrieved from

http://www2.ed.gov/about/offices/list/osers/idea35/history/index_pg10.html

Vanderbilt Peabody College. (2015). The Iris Center. Tips for Teachers. Retrieved from http://iris.peabody.vanderbilt.edu/module/at/cresource/what-are-the-schools-responsibilities-

regarding-assistive-technology/at_04/#content