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I think the answer to your question would be to look at each child as an individual and differentiate how AT may or may not help them with learning. More technology can always be used in classrooms, but it's also important that it is used appropriately and efficiently. I think we've all been in classrooms that have encountered technical difficulties.

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I was able to see first hand how awesome AT was for a student with Cerebral Palsy. The student had a communication device that would speak the sentences that he wrote out allowing the student to have a voice. This is how AT should be used, by allowing the once impossible activities to be possible.

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I have not gotten to see too much technology used in the classrooms that I have been a part of. I am interested in learning more about what kinds of apps I can download that would be helpful in a resource or inclusion setting. I know there are an abundant amount of them out there, I am looking forward to diving in and doing some research.

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Assistive technology could be used in many ways to enhance the education of students with diabilities. It can help students with reading, writing, math, listening, and other school subjects.  I have seen the talk and text apps work will for students with speech impairment. It is also nice to see that many public places like schools and libraries continue to  advance their assistive technology for individuals with disabilities.

This is a great talk and text app to download:
https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8

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This last school year, I was working at a high school in HISD as a teacher's aide. All of the students were given a laptop to use, and all of their textbooks were available online. While I personally dislike e-books, I can see the advantage of having them all in one place. In our class (Algebra 1) we used several interactive websites that helped the students be engaged in their learning while having fun at the same time. Not all of our students had special education needs, but there were several who were part of the special education program. We also installed TI-94 calculators in the students' computers so that they could complete their homework with minimal trouble.
I thought it was great that every student had access to a computer. It was a high school in a economically disadvantaged area, so I'm sure that without the district's help, more than half of our students would not have access to a computer at home. Since every student was issued a laptop for a minimal price ($25) and with payment plan availability, it was very accessible to our students. I'm sure that students with special needs also benefited from the software available for their particular needs without feeling singled out, as every student had access to the same technology.

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I currently work at a private clinic with students on all ends of the spectrum for autism, students with down syndrome, and students with ADHD. Some students can not communicate verbally, so one of the ways we communicate with them is through an IPAD with a certain program that they use through out the day. It helps us understand what they may want or need at certain times.

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A form of AT that I have seen in the classroom is students working in an online math program. This was given to all the students but it allowed them to work at their own pace and would provide the students with helpful tips on how to solve. She used this program to gauge and monitor student progress and could implement small group interventions as needed. It worked well with the class because everyone was using the same program but they were using it in different ways.

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When I taught students with autism in an after school program about a year ago, our program had kids on all ends of the spectrum. There were a few students who were non-verbal, meaning that they for one reason or another could not formulate coherent words. Instead of communicating through speech, we used both low-tech and high-tech versions of PECS (Picture Exchange Communication System) to help the teachers communicate with the students. The low-tech form was a home-made Velcro-picture book while the high-tech version was an app on the iPad that served the same function. These devices allowed the students to communicate to the teachers what they wanted or needed at any given moment by selecting specific pictures.

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I am interested in how to identify a way to best enhance the education of students with disabilities through assistive technology. The definition of assistive technology service in IDEA provides a guideline that how we could best use AT to enhance the education of students with disabilities. The term “assistive technology service” means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes:
(A) the evaluation of the needs of such child, including a functional evaluation of the child in the child’s customary environment;
(B) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child;
(C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
(D) coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
(E) training or technical assistance for such child, or, where appropriate, the family of such child; and
(F) training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child. (Pub. L. 106–402, title I, §102, October 30, 2000, 114 Stat. 1682)

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While I was reading this chapter I was thinking of other possible ways that a student who is non-verbal may benefit from a communication device. The one that came to mind first was some type of app on a tablet that could talk for students. Then I thought about the schools that cannot afford to buy something like that and I thought of other possible communication devices that could be used. I learned about a lot-tech device that is kind of like a scrapbook with all the possible things a student may want and they use that scrapbook to communicate instead of the tablet.

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The best way to enhance the education of student with disabilities is testing the AT to see it is the best fit. There are so many types and we have to see what is the best for them.

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It is stated, : “Learning with technology should not be about the technology itself but about the learning that can be facilitated through it” (Dell, Newton & Petrol, 2016, p. 14) We should focus on the student first and the environment that they come from and which they are surrounded, then we can implement that "link" between the assistive technology and teaching and learning experience. (Dell, Newton & Petrol, 2016, p. 14)

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Some of the ways to use AT to enhance the education of students with disabilities is to cooperate with medical staff, parents and student`s life goals. The authors of the book state "The selection of these technology tools must tie into the goals and dreams that students (and their parents) have" (Dell, Newton, Petroff, 2016, p. 15). Thus, I truly belive that we need to consider the students and parents` plans and expectations to be able to provide the best AT possible.

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I have used an AAC app that I downloaded on my iPad. I had a three autistic children on my caseload who could talk in short phrases or words, but as far as them answering 'wh' questions, there were generally no responses. So I downloaded this app and I pointed to the YES/NO buttons and I proceeded to ask them questions and they ewe able to communicate to some of the things they liked by pressing the button. I really felt like I was able to understand as well as get to know them better.

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Mark, an AT device that I especially like to use is a whisper phone, a small plastic device that amplifies a student's whisper in their ear while they read. These are great for students who struggle with phonics and decoding, get distracted while they read, or need verbal input. Learning how to silent read can be a difficult step for many students, and this device helps students reach that point at their own pace. I would say that this device increases the functional capabilities of students with disabilities. It also assists students in gaining independence, one main tenet of AT, and can be used in school or at home.

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The exception to section 1 of this document states that medical devices or implants and their replacements are not covered under IDEA 2004. It is unclear to me, based on my essential question why this is the case when in some instances these devices could be the best and most effective piece of assistive technology to enhance the education of a student or students with disabilities.

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Dell, A., Newton, D., Petroff, J. (2011). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with     Disabilities: 3rd Edition. Pearson: Columbus, Ohio.

ReadingRockets.org, Retrieved June 9, 2016 from http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview.

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Please align your responses under the topic you are most interested in responding to and feel free to use the media platform that best suits  you and your ability to convey your message to rest of the class. 

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Please align your responses under the topic you are most interested in responding to and feel free to use the media platform that best suits  you and your ability to convey your message to rest of the class. 

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ReadingRockets.org is one of my favorite places to find information to further improve the educational experience of children with learning difficulties. The attached link has some generic but good tools and how they might be used in different academic areas (Dell, Newton & Petroff, 2011, Pg. 6)(ReadingRockets.org, 2015).

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Assistive technology (AT) is available to help individuals with many types of disabilities — from cognitive problems to physical impairment. This article will focus specifically on AT for individuals with learning disabilities (LD).

The use of technology to enhance learning is an effective approach for many children. Additionally, students with LD often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). AT tools combine the best of both of these practices.

What is assistive technology for LD?

AT for kids with LD is defined as any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits. Over the past decade, a number of studies have demonstrated the efficacy of AT for individuals with LD. ¹ AT doesn't cure or eliminate learning difficulties, but it can help your child reach her potential because it allows her to capitalize on her strengths and bypass areas of difficulty. For example, a student who struggles with reading but who has good listening skills might benefit from listening to audiobooks.

In general, AT compensates for a student's skills deficits or area(s) of disability. However, utilizing AT does not mean that a child can't also receive remedial instruction aimed at alleviating deficits (such as software designed to improve poor phonic skills). A student could use remedial reading software as well as listen to audiobooks. In fact, research has shown that AT can improve certain skill deficits (e.g., reading and spelling).2,3

AT can increase a child's self-reliance and sense of independence. Kids who struggle in school are often overly dependent on parents, siblings, friends and teachers for help with assignments. By using AT, kids can experience success with working independently.

What types of learning problems does assistive technology address?

AT can address many types of learning difficulties. A student who has difficulty writing can compose a school report by dictating it and having it converted to text by special software. A child who struggles with math can use a hand-held calculator to keep score while playing a game with a friend. And a teenager with dyslexia may benefit from AT that will read aloud his employer's online training manual. There are AT tools to help students who struggle with:

Listening

Certain assistive technology (AT) tools can help people who have difficulty processing and remembering spoken language. Such devices can be used in various settings (e.g., a class lecture, or a meeting with multiple speakers).

Math

Assistive technology (AT) tools for math are designed to help people who struggle with computing, organizing, aligning, and copying math problems down on paper. With the help of visual and/or audio support, users can better set up and calculate basic math problems.

Organization and memory

Assistive technology (AT) tools can help a person plan, organize, and keep track of his calendar, schedule, task list, contact information, and miscellaneous notes. These tools allow him to manage, store, and retrieve such information with the help of special software and hand-held devices.

Reading

There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension.

Writing

There is a wide range of assistive technology (AT) tools available to help students who struggle with writing. Some of these tools help students circumvent the actual physical task of writing, while others facilitate proper spelling, punctuation, grammar, word usage, and organization.

What kinds of assistive technology tools are available?

The term "assistive technology" has usually been applied to computer hardware and software and electronic devices. However, many AT tools are now available on the Internet. AT tools that support kids with LD include:

Abbreviation expanders

Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases. This can save the user keystrokes and ensure proper spelling of words and phrases he has coded as abbreviations.

Alternative keyboards

These programmable keyboards have special overlays that customize the appearance and function of a standard keyboard. Students who have LD or have trouble typing may benefit from customization that reduces input choices, groups keys by color/location, and adds graphics to aid comprehension.

Audiobooks and publications

Recorded books allow users to listen to text and are available in a variety of formats, such as audiocassettes, CDs, and MP3 downloads. Special playback units allow users to and search and bookmark pages and chapters. Subscription services offer extensive electronic library collections.

Electronic math work sheets

Electronic math worksheets are software programs that can help a user organize, align, and work through math problems on a computer screen. Numbers that appear onscreen can also be read aloud via a speech synthesizer. This may be helpful to people who have trouble aligning math problems with pencil and paper.

Freeform database software

Used in conjunction with word processing or other software, this tool allows the user to create and store electronic notes by "jotting down" relevant information of any length and on any subject. He can later retrieve the information by typing any fragment of the original note.

Graphic organizers and outlining

Graphic organizers and outlining programs help users who have trouble organizing and outlining information as they begin a writing project. This type of program lets a user "dump" information in an unstructured manner and later helps him organize the information into appropriate categories and order.

Information/data managers

This type of tool helps a person plan, organize, store, and retrieve his calendar, task list, contact data, and other information in electronic form. Personal data managers may be portable, hand-held devices, computer software, or a combination of those tools working together by "sharing" data.

Optical character recognition

This technology allows a user to scan printed material into a computer or handheld unit. The scanned text is then read aloud via a speech synthesis/screen reading system. Optical Character Recognition (OCR) is available as stand-alone units, computer software, and as portable, pocket-sized devices.

Personal FM listening systems

A personal FM listening system transmits a speaker's voice directly to the user's ear. This may help the listener focus on what the speaker is saying. The unit consists of a wireless transmitter (with microphone) worn by the speaker and a receiver (with earphone) worn by the listener.

Portable word processors

A portable word processor is lightweight device that is easy to transport (e.g., from classroom to home). It can be helpful to kids who may have trouble writing by hand and prefer to use a keyboard. Word processing allows the user to edit and correct his written work more efficiently than doing so by hand.

Proofreading programs

Students who struggle with writing (e.g., spelling, grammar, punctuation, word usage, and sentence structure) may benefit from software programs (included in many word processing systems) that scan word processing documents and alert the user to possible errors.

Speech-recognition programs

A speech recognition program works in conjunction with a word processor. The user "dictates" into a microphone, and his spoken words appear on the computer screen as text. This can help a user whose oral language ability is better than his writing skills.

Speech synthesizers/screen readers

These systems can display and read aloud text on a computer screen, including text that has been typed by the user, scanned in from printed pages (e.g., books, letters), or text appearing on the Internet.

Talking calculators

A talking calculator has a built-in speech synthesizer that reads aloud each number, symbol, or operation key a user presses; it also vocalizes the answer to the problem. This auditory feedback may help him check the accuracy of the keys he presses and verify the answer before he transfers it to paper.

Talking spell checkers and electronic dictionaries

Talking spell checkers and electronic dictionaries can help a poor speller select or identify appropriate words and correct spelling errors during the process of writing and proofreading. Talking devices "read aloud" and display the selected words onscreen, so the user can see and hear the words.

Variable-speed tape recorders

Tape recorders/players allow a user to listen to pre-recorded text or to capture spoken information (e.g., a classroom lecture) and play it back later. Variable speed control (VSC) tape recorders speed up or slow down the playback rate without distorting the "speaker's" voice.

Word-prediction programs

Word prediction software can help a user during word processing by "predicting" a word the user intends to type. Predictions are based on spelling, syntax, and frequent/recent use. This prompts kids who struggle with writing to use proper spelling, grammar, and word choices, with fewer keystrokes.

Your child's profile

Here are several factors to consider when evaluating AT products for your child:

What are her specific needs and challenges? In what academic skill areas does she struggle?

What are her strengths? AT should utilize your child's abilities to help compensate for her disability.

What is her interest, skill and experience in using technology? In what settings and situations will she use the AT tool? AT can help a child with LD function better at school as well as in other settings such as home, work, social gatherings and recreational events.

Other technology tools for learning

There are other forms of technology designed to help all students, including those with LD, improve their academic performance. These technologies differ somewhat from AT but are worth mentioning.

Instructional software is used to teach specific academic skills (like reading and writing) or subject matter content (such as history and science). It differs from AT in that it provides instruction rather than bypassing areas of difficulty.

Universal Design for Learning (UDL) is a philosophy that encompasses learning models, methods and products to enhance the educational experience of diverse learners (whether or not they have learning disabilities). In this approach, AT is often built into educational materials and can be customized to help students with disabilities be successful with the general curriculum.

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Assistive Technology for Kids with Learning Disabilities: An Overview

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If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

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What did you see in the readings that you have seen or might have already implemented that best utilizes Assistive Technology as the legislation has intended?

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What did you see in the readings that you have seen or might have already implemented that best utilizes Assistive Technology as the legislation has intended?

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What did you find unclear or unfamiliar about the readings that warrants in-depth research or further explanation?

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What did you find unclear or unfamiliar about the readings that warrants in-depth research or further explanation?

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What is something you learned from the readings that helps to identify a way to best enhance the education of students with disabilities?

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What is something you learned from the readings that helps to identify a way to best enhance the education of students with disabilities?

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HOW COULD WE BEST USE ASSISTIVE TECHNOLOGY TO ENHANCE THE EDUCATION OF STUDENTS WITH DISABILITIES?

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HOW COULD WE BEST USE ASSISTIVE TECHNOLOGY TO ENHANCE THE EDUCATION OF STUDENTS WITH DISABILITIES?

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(Dell, Newton & Petroff, 2011, Pg. 11)