Assistive Technology

According to our textbook, assistive technology has been a part of education since 1879 when Braille materials were purchased by Congress for educational use (Roblyer and Doering, 2013, p. 399). As teachers, we use assistive technology more than we probably realize. Assistive technology provides physical access and sensory access, but also meets special teaching and learning needs (Roblyer and Doering, 2013, p. 400). It is technology used to help students perform tasks that would otherwise be difficult or impossible. The continuum involves no-technology, low-technology and high technology. No-tech does not require technology but instead allows students to use their bodies differently to enhance learning capabilities (i.e. one-handed typing). Low-tech are nonelectrical and include for example, word lists and highlighters. High-tech are electrical or hydraulic systems such as electrical wheel chairs and stair lifts (Roblyer and Doering, 2013, p. 405). Roblyer and Doering mention research that suggests that, “technology-supported curriculum in special needs classrooms may lead to increased student involvement and enhanced self-determination (Roblyer and Doering, 2013, p. 406).” I agree that technology enhances teaching and learning  and motivates students. This is true for students with or without disabilities!   

Mild disabilities: For writing, I would use Dragon Talk. I have used this in the past with a student who could not write. The voice recognition software allows you to create text from speech. For reading, I would have as much text as possible in digital format so that I could use apps and other speech-to-text software. This way, students who have difficulty reading can listen to the information as well. For math, I will use the many apps I have come across during this class. I also like Math (fishdog.net) like or textbook suggests. The 3-minute math drill is great, and it is very user-friendly.

Moderate and severe disabilities: I would use apps geared towards functional skills such as money and time management apps. Alternative keyboards such as Intellitools’IntelliKeys and joysticks instead of keyboards are a must for students with limited manual dexterity.

Physical disabilities: Again, DragonTalk is one of my favorites for students who cannot write or who have major difficulty writing.  

Sensory disabilities: I had a student who was legally blind. I wish I had the optical character recognition (OCR) software I just learned about! A program that scans/coverts everything to text/reads aloud would have made teaching and learning much more accessible.  

At-risk behaviors/situations: I like the idea of using a reminder service such as iping.com to help students who have trouble remembering things to do. For difficulty with organization, I like using task charts with rewards attached to them.  

Gifts and talents: Wikis, Glogster, Animoto - basically all of the resources we have covered in this class - would work with most students but could be specifically catered towards gifted and talented students. My favorite is creating a wiki in groups. This covers content but also provides gifted students opportunities to work on socialization skills.

New assistive technology is changing education for blind students http://t.co/OFmnTXe4iu #etsatpisd
— Mark Dunk (@unklar) July 10, 2013