ASSISTIVE TECHNOLOGY FOR USE IN THE CLASSROOM

Phillip Thurmond

WHAT IS ASSISTIVE TECHNOLOGY?

Assistive Technology (AT) is defined as any piece of equipment, or product that is bought or modified in order to assist in the functional capabilities of an individual.

WHO NEEDS ASSISTIVE TECHNOLOGY?

Many students need assistive technology for different disabilities. Some of these include: Mild Disabilities ADHD Hearing Impairments Vision Impairments

TYPES OF ASSISTIVE TECHNOLOGY

Three categories of AT: No technology

Assistive devices that are not electronic. Low Technology

Assistive devices that are electronic but not highly sophisticated.

High Technology Assistive devices that are complex and have multiple

functions.

MILD DISABILITIES

Study carrel to keep students from becoming distracted.

Flow-charting for organizing thoughts. Using notebook computers for note taking

assistance.

HEARING IMPAIRMENTS

FM system for lectures and instructions to amplify sound.

Closed captioning while watching videos. Hearing Loops to help amplify sounds and to

reduce back ground noises.

VISUAL IMPAIRMENTS

Screen enlargement software for the computer.

A Braille writer Audio book player Tape recorder

HOW TO CHOOSE TYPES OF AT

Choosing a type of assistive technology should be conduct as a team. The team should identify the students areas of needs and try to find accommodations that fit those needs.

Use the TAM Technology Fan resource to help aid in the decision process.

Remember that the types of AT will be influenced by the class setting. This includes inclusion class where students with disabilities are placed in general education classrooms.

REMEMBER ASSISTIVE TECHNOLOGY IS THERE TO ASSIST THE STUDENT AS WELL AS THE TEACHER.

SOURCES

http://standards.gov/assistivetechnology.cfm http://www.ericdigests.org/2003-1/

assistive.htm http://www.asha.org/public/hearing/treatment

/assist_tech.htm

http://www.axistive.com/assistive-technology-for-hearing-impaired-students.html

http://www.familyconnect.org/parentsite.asp?SectionID=73&DocumentID=3893

http://www.ldonline.org/article/8088