1. Emily Kesler LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

2.  Individualized Educational Plan (IEP)- A plan or program of developed goals, strategies and services implemented to help students with disabilities to succeed (Bachrach).  Inclusion- Students are involved in general education classes with peers their own age who do not have disabilities (Bowerman and Goff).  Least Restrictive Environment- Students spend half of their time in classrooms with their non-disabled peers, however, if goals can not be reached in a general education classroom the student will spend time in special education or a resource setting (Bowerman and Goff). LEARNING DISABILITIES AND ASSISTIVE TECHNOLOGY

3.  Assistive technology is customized to help students with disabilities to “increase, maintain and improve the functional capabilities,” (Behrmann).  Assistive technology can be categorized in to two different technologies: High- computers, electronic aids and software Low- handheld magnifiers and large print text (Behrmann) ASSISTIVE TECHNOLOGY

4. HEARING IMPAIRED  Hearing Impaired- Students lack the ability to receive sound through the ear. There are two types of hearing impaired disabilities students can encounter. There is mild hearing which is the inability to hear soft sounds and severe hearing is the total loss of sound (Hicks). Based on this disability, students would have difficulty hearing any type of instruction.  Hearing Loop- This is a sound system with amplifiers placed throughout the classroom and are connected to a microphone for the speaker. There are miniature and wireless receivers for the hearing impaired located in hearing aids and implants. This piece of assistive technology makes information sound clearer and improves student’s listening environment (American Speech- Language-Hearing Association).  Computerized Speech Recognition- This assistive technology allows speech to be turned into text. Students with a hearing impairment will be able to visually see instruction (American Speech-Language-Hearing Association).

5.  Visually Impaired- Students who experience vision loss, partial sight or complete blindness have difficulty reading text and writing.  Screen Readers-This assistive technology allows students to hear text being read to them (Teach Thought Staff). Students will get the ability to read in a different form on an individual basis.  Screen Magnification- This assistive technology enlarges text from full to parts of the screen which helps visually impaired students to read (Adaptive Technology Center for New Jersey Colleges). Technology like this one gives students the ability to read in a group or independently. VISUALLY IMPAIRED

6.  Dyslexia- reading and language processing disability. This disorder effects a students ability to read, write and spell. Dyslexia causes a student’s brain to “process and interpret information differently,” (National Center for Learning Disabilities).  Audio Books- Students are able to listen to text. This assistive technology improves reading skills by engaging multiple senses when students read along with the audio. This will improve students ability to read and comprehend text (National Center for Learning Disabilities).  Pronunciation Dictionary- This application allows students to listen to the correct way to say a word. Students will engage in multiple senses with this application by listening to how a word should be pronounced and develop a student’s ability to spell the word they are learning to say (National Center for Learning Disabilities). DYSLEXIA

7. 1.Assistive technology are applications that support students strengths while counterbalancing their disabilities. These technologies are here to also improve their abilities that are hindered by their conditions. This allows students to be independent and not require a teacher’s support. By having students use applications like the ones listed in slides four, five and six; teachers are able to be mobile throughout the classroom. Each disability, like the hearing and visual impairments, are divided into levels. Based on the idea of disabilities having different scales of severity, teachers are able to personalize learning based on the conditions of the disability by using assistive technology. Based on the disabilities hindrances, teachers can give the assistance needed to ensure a student can fulfill their full potential. 2.Technology is all around us and by giving students access to applications and equipment in the elementary school setting, we are giving them a look at the resources they will encounter not just in school, but after their education is complete. We as teachers, are showing children with disabilities that they deserve the same education their peers without disadvantages receive. Even though they are learning it through different applications, they are receiving the same assistance needed to get them to the next level. We as educators should let them know they are no less than their peers. CONCLUSIONS

8.  American Speech-Language-Hearing Association. N.p.,n.d. Hearing Assistive Technology. Retrieved from: September 21, 2014- http://www.asha.org/public/hearing/treatment/assist_tech.htmhttp://www.asha.org/public/hearing/treatment/assist_tech.htm  Adaptive Technology Center for New Jersey Colleges. N.p.,n.d. Assistive Technology For College Students Who are Blind or Visually Impaired. Retrieved from: September 21, 2014- http://adaptivetech.tcnj.edu/resheet/blind.htm http://adaptivetech.tcnj.edu/resheet/blind.htm  Bachrach, S.J. (May 1,2011). Individualized Education Programs (IEPs). Retrieved from: September 21, 2014- http://kidshealth.org/parent/positive/learning/iep.html#http://kidshealth.org/parent/positive/learning/iep.html#  Behrmann, M. (April 13, 2014). Assistive Technology for Young Children in Special Education: It Makes a Difference. Retrieved from: September 21, 2014-http://www.edutopia.org/assistive-technology-young- children-special-educationhttp://www.edutopia.org/assistive-technology-young- children-special-education  Bowerman, S. & Goff, M. (January 2, 2013) Least Restrictive, Inclusion and Mainstreaming. Retrieved from: September 21, 2014- http://www.twu.edu/inspire/least-restrictive.asphttp://www.twu.edu/inspire/least-restrictive.asp  Hicks, J.N.p.,n.d. Hearing Impairments.Retrieved from: September 21, 2014- http://ada.ky.gov/hearing_imp_def.htm http://ada.ky.gov/hearing_imp_def.htm  National Center for Learning Disabilities. N.p.,n.d. Dyslexia. Retrieved from: September 21, 2014- http://ncld.org/types-learning-disabilities/dyslexia http://ncld.org/types-learning-disabilities/dyslexia  Teach Thought Staff.( May 5, 2013). 8 Helpful Assistive Technology Tools for Your Classroom. Retrieved from: September 21, 2014- http://www.teachthought.com/technology/8-helpful-assistive-technology-tools- for-your-classroom/http://www.teachthought.com/technology/8-helpful-assistive-technology-tools- for-your-classroom/ WORK CITED