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Running head: ASSISTIVE TECHNOLOGY

Assistive Technology

Angel Joy Toner

Azusa Pacific University

Assistive Technology

“There are an estimated 13.1 million people using assistive technology in the United States for anatomical, mobility, hearing, vision, speech or other purpose” (Wehman, n.d., para. 2). Assistive technology is technology that is used by individuals with disabilities in order to perform daily functions that might otherwise be too difficult. Assistive technology can include “Mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information” (AccessIT, 2002, para. 1). There are tremendous amounts of assistive technology that is available for individuals that are in need.

There is a wide range of assistive technology (AT) tools that are available to help individuals with reading and writing. I choose five different assistive technologies to provide an overview on.

I. Tape Recorders

a. The tape recorder allows a user to listen to a recorded, pre-recorded text, and spoken information given by a teacher/parent to play back later. The tape recorder provides many advantages to students; such as they can playback what the speaker is saying for clarification or repeated information (Stanberry & Raskind, 2009).

i. Research Says

1. This tool may help people with reading and listening (Stanberry & Raskind, 2009).

ii. Grade Level

1. This can be used at any age level and grade.

iii. Training

1. None needed

iv. Effectiveness

1. The tape recorder is effective for students with learning disabilities because it offers them the extra support needed when they are out of the classroom.

v. Research provides evidence that this AT works…

1. Stanberry & Raskind (2009) reports that there are real benefits to allowing students to record audio commentary. The authors urge the use of recorders to educators and parents.

II. Specialty paper

a. Inspiration 9

i. Inspiration 9 is used for visual mapping, outlining, writing, and making presentations. It is the ultimate thinking and learning tool.

b. Handwriting without tears is a program developed by an occupational therapist that was trying to help her son. The mission of Handwriting without tears is to make learning and teaching easy and fun (Olsen, 2010).

i. Research says

1. Inspiration 9 – For the 21st century students, success depends on strong reading, writing, critical thinking and organizational skills. Inspiration 9 provides an essential framework for thinking, helping students achieve more, as they comprehend more (Stanberry & Raskind, 2009).

2. Handwriting without tears – “Engaging children in interesting and age appropriate ways to empower them to learn the fundamental skills of good handwriting provides benefits that can last their entire lives” (Fox 7 News, Dallas Texas).

ii. Grade Level

1. Inspiration 9 is best used for students in 6th – 9th grade.

2. Handwriting without tears: Pre K-Grade 5

iii. Training

1. Inspiration 9 – By watching a quick tour, which is a comprehensive video giving an overview of each program,

2. Handwriting without tears – Educators and parents/caregivers would need to attend a training seminar/workshop and teach the students how to use the program.

iv. Effectiveness

1. The use of specialty paper will help students struggling with writing. Inspiration 9 will help students build graphic organizers, include concept maps, webs, mind maps, and idea maps because they are required to brainstorm, plan, organize, think, outline, and present (Stanberry & Raskind, 2009).

v. Research provides evidence that this AT works…

1. Inspiration 9 – “Students use symbols and images to represent ideas, create graphic organizers to break words down into manageable sections, and brainstorm, sort, and organize their ideas. These visual thinking and learning strategies have been shown to increases academic performance for students with ad without learning disabilities. Specific to special needs, Inspiration is recommended for student with ADD/ADHD, autism, Asperger’s, dyslexia, aphasia, and visual or auditory processing disorders” (Stanberry & Raskind, 2009).

2. Handing writing without tears - Engaging children in interesting and age appropriate ways to empower them to learn the fundamental skills of good handwriting provides benefits that can last their entire lives” (Fox 7 News in Dallas Texas).

III. Vary Test Format

a. CMA vs. CST

i. In April 2007, the United States Department of Education enacted regulations for an alternate assessment based on modified achievement standards called the CMA. Students with an IEP and meeting criteria are able to take the CMA vs. the California State Test.

ii. Research says

1. The Department of Education says that in order to take the CMA students are required to have an IEP, and the IEP team is to consider what statewide assessment the student will take on the CMA (cdc.).

iii. Grade Level

1. 3RD-8TH

iv. Training

1. None required

v. Effectiveness

1. The student who is assessed with the CMA has access to grade level curriculum instruction and materials. The CMA will be operational for eligible students with disabilities. The CMA provides a less lengthy and stress test.

vi. Research provides evidence that this AT works…

1. The CMA works for students with disabilities the test scores speak for themselves.

IV. Talking spell checkers and electronic dictionaries

a. Talking spell checkers and electronic dictionaries can help a poor speller select or identify the correct spelling of the word. The talking devices will read the word aloud and display the selected word on the screen. So, the options are there to hear and see it (Stanberry & Raskind, 2009).

i. Research says

1. Talking spell checkers and electronic dictionaries are easy to use and the bigger the screen the better.

ii. Grade Level

1. This will work with kids that from kindergarten to adulthood.

iii. Training

1. The only training would to read the directions and/or have a parent/caregiver explain how to use the talking spell checker and electronic dictionaries.

iv. Effectiveness

1. This type of tool benefits people who struggle with writing and spelling. It also will build their confidence as writers and spellers that is so important in the life of a child with learning disabilities (Stanberry & Raskind, 2009).

v. Research provides evidence that this AT works…

1. Yes, there is plenty of research that indicates talking spell checker and electronic dictionaries as well as parental testimonies.

V. Talking Calculators

a. A talking calculator has a built-in speech synthesizer that reads each number, symbol, answer, or operation key out loud. The auditory feedback will assist students with learning disabilities (Stanberry & Raskind, 2009).

i. Research Says

1. There are many assistive technology products available. The first step is narrowing down your search for the appropriate AT tools. Consider your child’s needs and how the AT ca help best with your child’s learning disability (Stanberry & Raskind, 2009).

i. Grade Level

1. This can be used at grade level 1 and will benefit people who are struggling in Math (Stanberry & Raskind, 2009).

ii. Training

1. The only training would to read the directions and/or have a parent/caregiver explain how to use the talking calculator.

iii. Effectiveness

1. This product is very effective for children with learning disabilities. Especially students who are dyslexia (Stanberry & Raskind, 2009).

iv. Research provides evidence that this AT works…

1. “The talking calculator should used as a reinforce for skills learned with the braillewriter and abacus until a student masters the fundamental concepts involved in computation” (Baggett, 1995).

References

AccessIT. (2002). The national center on accessible information technology in education.

Retrieved from on March 6,

2011.

Baggett, P., & Ehrenfeucht, A. (1995). Breaking away from the mathematics book:

creative projects for grades K-6. Lancaster, PA: Technomic Publishing Co., Inc.

Stanberry, K. & Raskind, M. (2009). Assistive technology tools: Reading. Retrieved from

on March 6, 2011.

Olsen, J. (2010). Handwriting without tears. Retrieved from

on March 6, 2011.

Wehman. (n.d.) Training and technical assistance for providers. Retrieved from

on March 6, 2011.

Annotated Bibliography

AccessIT. (2002). The national center on accessible information technology in education.

Retrieved from on March 6,

2011.

The National Center on Accessible Information technology in Education was funded by a 5-year grant from the National Institute on Disability and Rehabilitation Research (NIDRR) of the United States Department of Education. AccessIT provides factual information about assistive technology. The site has printable form in English and Spanish. They also have search criteria that will how to locate specific information. The best part about the site is all 165 articles they have that relate to assistive technology.

Baggett, P., & Ehrenfeucht, A. (1995). Breaking away from the mathematics book:

creative projects for grades K-6. Lancaster, PA: Technomic Publishing Co., Inc.

This website strictly based on math. It provides a lot of teaching concepts that would benefit both parents and teaches working with students in math. This website is not strictly for students with learning disabilities but rather all students. The site also offers downloads and aides that would be helpful.

Olsen, J. (2010). Handwriting without tears. Retrieved from

on March 6, 2011.

Handwriting fluency is fundamental to all areas of elementary education, because children think and write at the same time. Handwriting without tears teaches students to express children to write and express themselves. If students struggle with their letters, their ability to express themselves will suffer, which will effect spelling and math.

Stanberry, K. & Raskind, M. (2009). Assistive technology tools: Reading. Retrieved from

on March 6, 2011.

LD online is the world’s leading website on learning disabilities and ADHD. The website offers many topics, resources, and tools that will benefit anyone but particular parent and educators of students with a learning disability. In addition the website has a learning store that people can go to in order to educational tools that will help individuals with learning disabilities.

Wehman. (n.d.) Training and technical assistance for providers. Retrieved from

on March 6, 2011.

Virginia Commonwealth University (VCU) in partnership with the institute for Community Inclusion (ICI) at the University of Massachusetts Boston got together to answer the desired questions for training and technical assistance. The site offers factual information, reports, and training centers to help individuals with assistive technology.

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