2. Assistive Technologies In the Classroom Resources for Special Needs

3. Terms  Assistive Technology  Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities  Adaptive Technology  Items that are specifically designed for persons with disabilities and would seldom be used by non-disabled persons

4. Reasons For Assistive/Adaptive Learning  Increased opportunity for education  Social interaction  Meaningful employment  Awareness  United community

5. Disability and the Need for Assistance Image provided by Census Bureau Census Bureau

6. Disabilities and Technological Resource to Assist  Blindness  Input  Locator dots on the keyboard  Output  Speech output  Refreshable Braille  Braille embossers  Scanners with optical character recognition Image Provided by Post of Belarus

7. Disabilities and Technological Resource to Assist  Low Vision  Input  Large-print key labels and home row indicators  Output  Large monitors and anti-glare screens  Screen enlarger software  Color and contrast adjustments  Speech output systems

8. Disabilities and Technological Resource to Assist  Learning Disabilities  Input  Phonetic Spelling software  Speech recognition products  Concept mapping software  Output  Enlarged screen displays  Alternative color contrasts  Speech output  Reading systems incorporating OCR Image Provided by Melesse

9. Disabilities and Technological Resource to Assist  Speech and Hearing Impairments  Output  Computer programmed to flash the screen instead of a tone to indicate an error  Communication devices that substitute for voices for students who cannot communicate verbally Image Provided by Manual on Uniform Traffic Control Devices

10. Disabilities and Technological Resource to Assist  Mobility and Orthopedic Impairments  Input  Flexible positioning or mounting of equipment  Software utilities that combine multiple keystrokes  Trackballs or other alternatives to a mouse  Keyboard emulation with specialized switches that allow the use of scanning or Morse code input  Output  Speech output software

11. Considerations  Assessment of student  Abilities, interests and preferences  Family's culture and value system  Environment  Functional tasks for participating in daily routines  Ongoing intervention and evaluation Photo Provided by David J. Hewitt

12. Considerations  Factors for success  Student and family goals and values form the basis of the student's educational programs  Students, family, therapists and educators work as a team to select, obtain, implement assistive technology  Communication about all aspects of the students school program is frequent and honest  Both major and minor glitches are solved quickly and systematically by the team

13. Understanding Assistive Technology

14. Resources  ATTO: Introduction to Assistive Technology: Device Selection. (n.d.). ATTO: Assistive Technology Training Online. Retrieved March 19, 2013, from http://atto.buffalo.edu/registered/ATBasics/Found ation/intro/introselection.php http://atto.buffalo.edu/registered/ATBasics/Found ation/intro/introselection.php  Burgstahler, S. (n.d.). Adaptive Technology. University of Washington. Retrieved March 19, 2013, from http://www.washington.edu/doit/Faculty/Strategi es/Academic/Adaptive/ http://www.washington.edu/doit/Faculty/Strategi es/Academic/Adaptive/ Images courtesy of Wikimedia CommonsWikimedia Commons Song by Sigur Ros “Glosoli”