Helping students succeed with Assistive

Technology

By Cheryl DePaolo

Imagine for a moment that you are making a

cake for your child’s birthday. You have

gathered all of the ingredients, when you

remember that your electric mixer is broken.

Now, you know that you can mix the ingredients

by hand, which will be very challenging, and

take more time, and energy, or you can ask a

neighbor to borrow their mixer in order to make

the job more efficient and to combine the

ingredients more sufficiently. This scenario is

similar to how your student feels when faced

with the prospect of attending class without the

proper resources.

According to ncld.org, “Assistive technology

is defined as any item, piece of equipment,

or product that is used to increase, maintain,

or improve the functional abilities of people

with disabilities. In other words, assistive

technology is a term used to describe a

device that helps you learn.”

First, they must self-identify to the college

about their disability

They must also present documentation of

their disability, or be subject to evaluation

A university is not required to provide

academic adjustments or additional aids and

services if doing so:

gives students an unfair advantage;

requires significant alterations to the program or

activity;

results in the lowering of academic or technical

standards;

or causes the college to incur undue financial

hardship

College students are often intimidated when

asking for assistive services. As an

administrator, we must stay informed about

the services, or assistance that our students

may need, so that we may guide them in

locating the necessary resources.

Students felt that professors did not know

how to properly accommodate them

Students felt discriminated against

Students felt that faculty thought them to be

incompetent

Let’s look at some of the resources available

for your students. There are technological

tools available, as well as other aids that

may help with their success.

Note takers

Stress Balls can sometimes help with

concentration while keeping hands busy

Egg timers to set specific amounts of time

for work and breaks

Graphic Organizers or Planners

To help with

due dates and

deadlines

There are also some very useful

technological tools that can help! Let’s take

a look!

Read & Write for Google Docs

Access Text offers textbooks in alternative

formats for students that need them.

How Can Smartpens Help Students with Disabilities?

Students with learning disabilities such as dyslexia sometimes struggle to keep up with class lectures. In the time it takes to hear, process, and write down information, the professor has often moved on to the next point.

With a smartpen, a student can outline key concepts by writing bullet points or symbols, e.g. a leaf representing photosynthesis. Providing easy access to any part of the lecture can enhance note-taking skills and build confidence and independence.

iCommunicator Software can convert lecture

into notes, or be seen via sign language

Use electronic devices for reminders

Use a daily planner

Have a regular routine

Divide large projects into smaller parts,

establishing a deadline for each part

Request accommodations such as extended

test taking time

Disability Support Services at your institution

Smartphone Apps can offer some assistance

with dictation, reminders, calendars, etc.

Ncld.org offers information about the

American with Disabilities Act Amendments

(ADAA), which applies to college students

References

http://kerryshelton.weebly.com/technology-for-adhd-students.html

http://assistivetechnology.about.com/od/ATCAT3/f/What-Is-A-

Smart-Pen.htm

http://assistivetechnology.about.com/od/DHHSC1/p/The-

Icommunicator-Translates-Speech-Into-Text-Or-Sign-Language.htm

http://www.additudemag.com/adhd/article/1792.html

http://ncld.org/adults-learning-disabilities/post-high-

school/getting-access-assistive-technology-college

Cawthon, S. W., & Cole, E. V. (2010). Postsecondary Students Who

Have a Learning Disability: Student Perspectives on Accommodations

Access and Obstacles. Journal Of Postsecondary Education And

Disability, 23(2), 112-128.