1. Assistive Technology in the Classroom WHITNEY WAHL ED505, DR. MCMILLIN

2. What is Assistive Technology?  Assistive Technology is anything that helps a student with an Individualized Education Plan(IEP) for a disability perform in a general education classroom at their full potential or that helps them reach the goals outlined in their IEP.  This includes the device(s), any item(s), along with services required for the device.  Services may include: evaluating the student’s needs, ordering and/or purchasing a device, performing any needed modifications to the device, and coordination of device use.  Services should always include training on the device for the student, teachers, families, and anyone else involved in the students’ learning or use of the device.

3. What is the law?  Federal and state law both state that IEP teams must consider the use of assistive technology when creating a students’ plan.  First, a student must be evaluated and determined to require special education services in order to participate fully in the educational system.  Once a student has been approved for special education services, the IEP team begins to create a plan on how that student can best be accommodated to achieve daily success in the classroom.  As previously stated, assistive technology must be a part of this discussion. However, there are no guidelines provided to facilitate this discussion. According to an online survey by the Alabama Disabilities Advocacy Program, only around 25% of IEP teams are actually discussing the use of assistive technology.  If deemed necessary, the school district is responsible for providing the assistive technology to the student. They must also allow the student to take the assistive technology home if it can further assist the student in an educational purpose there.

4. Example AT for the hearing impaired  FM Systems with Cochlear Implants  Cochlear implants are surgically implanted devices to allow individuals with profound hearing loss regain this sense.  A microphone records sound which is converted into digital information that is transmitted to the brain via an implanted piece.  FM systems are used along with the already in-place cochlear implant.  The FM system includes a microphone worn by the speaker(teacher), a transmitter, and a receiver that attaches to the external headpiece of the existing cochlear implant. The microphone and transmitter are frequently placed together on a lanyard of sorts to be easily worn around the neck by multiple users.  In elementary settings, the teacher may be responsible for the device. As students move into middle school, high school, and college, they will need to be responsible for the device and getting the microphone to their various teachers each day.  Students may also take this device home in order to communicate more easily with their families.  These systems allow students with profound hearing loss to easily participate in the general education classroom alongside their peers.

5. Cochlear Implants and FM Systems Cochlear Implant FM System

6. Example AT for the seeing impaired  Braille Printers  For students who have profound sight loss or are legally blind, braille is an important means of gaining information.  These students can read documents with their sense of touch by feeling the raised points that represent letters and numbers.  The use of braille allows students with sight loss to participate in the general education classroom by allowing them to read silently along with their peers.  Unfortunately, not everything is available in braille.  Braille printers can be used to turn anything into a readable document for these students.  Braille printers take digital information and convert it into braille writing through a process similar to embossing.  Braille printers can be loud, slow, and large paper consumers. However, with proper planning, they can become an integral part of the classroom for a student with a seeing impairment.  Braille printers are often used in combination with Braille Notetaker Products, which allow the students to “type” a response on a braille “keyboard.”

7. Braille Printers

8. Example AT for the learning disabled  The Individuals with Disabilities Education Act defines a learning disability as “a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.“  MyStudyBar is an application that can most effectively assist students with learning disabilities in the areas of reading and writing. It may also help students with organization, a skill that is often difficult for students with learning disabilities.  This application can be used with a Windows PC, and can be downloaded onto a USB drive for use on multiple computers.  It includes a talking dictionary, an app to convert text to audio, and an app to convert speech-to-text.  Keeping up with the class on written assignments is frequently a struggle, and source of stress, for students with learning disabilities.  This application can assist students with written assignments, along with taking notes and finishing written assignments in a timely manner.

9. MyStudyBar

10. Example AT for the physically disabled  The range of possible physical disabilities is vast.  Oversized Trackball Mouse  The oversized trackball mouse is an assistive technology that can help people with a variety of physical disabilities.  This is a computer mouse with a large rotating sphere that is used to manipulate the cursor as opposed to the sliding motion of the traditional mouse or the precise finger motions needed to use a laptop touchpad.  There are many varieties of trackball mouse. Many are colorful to increase appeal and ease of use with younger users and those who may also have mental disabilities.  Trackball mice are frequently used to assist individuals with physical disabilities resulting in limited motor control or muscle tremors.  Many trackball mice are large enough to be used with the feet. This can be beneficial for individuals who have more control of lower appendages. It can also be useful for those who have lost all control of upper appendages or who have undergone an amputation.

11. Oversized Trackball Mouse

12. References  EduApps. Retrieved from http://eduapps.org/?page_id=7  Ewens, Matt Robert, (2013, March 15). Exeter College-MyStudyBar helping to provide inclusivity for all. RSC Regional Support Center South West. Retrieved from http://jisc- rscsw.ning.com/group/casestudies/forum/topics/exeter-college-mystudybar-helping-to-provide-inclusivity-for-all  Specific Learning Disabilities. American Speech-Language-Hearing Association. Retrieved from http://www.asha.org/advocacy/federal/idea/04- law-specific-ld/  Topic: According to you, what is the best trackball?. Geekhack keyboard enthusiasts. Retrieved from https://geekhack.org/index.php?topic=23761.30  Wolfe, Jace, & Schafer, Erin C. Contemporary Audiological Management to Optimize Cochlear Implant Benefit. American Speech-Language- Hearing Assiociation. Retrieved from http://www.asha.org/aud/articles/Contemporary-Audiologic-Management-to-Optimize-Cochlear- Implant-Benefit/  (1999-2015) Motor Disabilities. WebAIM. Retrieved from http://webaim.org/articles/motor/assistive#trackball

13. References  (2012). Trackball Mouse. Retrieved from http://www.trackballmouse.org/kensington-slimblade-trackball/  (2014). Braille Printers. AFB American Foundation for the Blind. Retrieved from http://www.afb.org/prodBrowseCatResults.asp?CatID=45  (2014). Choose to Hear Your Best with Cochlear Implants. Advanced Bionics. Retrieved from http://advancedbionics.com/com/en/your_journey/what_is_a_cochlearimplantsystem.html?gclid=CjwKEAiA3IKmBRDFx- P_rLyt6QUSJACqiAN8JwFaeFUuX-I7zIYnXNBZZhVIq3vOV3WM5tRlUbNcKBoC4Crw_wcB  (2015, January 14). Assistive Technology. Cochlear Retrieved from http://www.cochlear.com/wps/wcm/connect/us/recipients/nucleus-5/nucleus-5- accessories/assistive-technology  (2015, January 22). AT and Learning Differences. South Carolina Assistive Technology Program. Retrieved from http://www.sc.edu/scatp/ld.htm  (2015). Ann Arbor District Library. Retrieved from http://www.aadl.org/node/37285

14. References  (2015). Braille embossers. DFL Retrieved from http://www.livingmadeeasy.org.uk/communication/braille-embossers-1257-p/  (2015). Custom Braille Transcription, Printing, & Embossing Services. BrailleWorks. Retrieved from http://brailleworks.com/braille/?gclid=CjwKEAiA3IKmBRDFx- P_rLyt6QUSJACqiAN8XVa4UVq7_wecX4SuPdrz1txBo96TAoTIzB5bndeiXxoCkcPw_wcB