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Mathematics can pose a challenge to students with disabilities. Some students have dyscalculia which is a math disability that can be different in every child. Students with math disabilities have visual-spatial difficulties and language difficulties that make it difficult for students to understand what is being asked. Many times students with math disabilities struggle with topics like number sense, time, measurement, money, and word problems. To help these students, computers and other assistive technologies are available to provide more practice and repetition. Assistive technologies can help students develop automaticity and fluency with math facts in addition to providing help with visual-spatial or motor control difficulties. Other assistive technology devices can assist students in developing math concepts, math skills, and problem solving. These assitive technology devices are necessary for students because math skills are needed as students as grow up and learn to be more independent. Being proficient in math means that students can pay bills, balance a checkbook, and tell time. Assistive technology can help students gain these skills if they struggle in mathematics.

The Master Ruler
The Master Ruler is helpful for students who struggle with measurement. The ruler is made of several clear layers that each have their own fraction of measurement on it. The layers are all color coded and have an index tab to make it easier to find. Master Ruler can be used to help with learning equivalent fractions, making scale drawings, finding area and perimeter, or using a map in addition to measuring line segments.

Unifix cubes are basic mathematics manipulatives that can be found in many classrooms. The cubes fit together to provide a visual representation of the mathematical problems. Unifix cubes can be used when teaching patterns, basic counting, addition or subtraction, multiplication or division, or measurement. These manipulatives are also helpful for students when they are working to solve word problems. Unifix cubes allow the students to see a visual representation of the written problem they are being asked to solve.

The use of graph paper allows students to organize their computation problems. By using graph paper, students can be sure to correctly line up place values when adding, subtracting, multiplying, or dividing. To further assist students, teachers can label the columns of the graph paper with the place value names.

Talking Calculator
A calculator is a common mid-tech assistive technology for mathematics. Calculators are helpful for students who struggle with fact automaticity and fluency. Talking calculators are similar to typical calculators with the main difference being that the talking calculators speak each key and the answer. These calculators are useful for students who have vision difficulties or difficulty reading numbers. The Orion TI-36X Talking Scientific Calculator is an example of a talking calculator. This calculator is based on the Texas Instrument TI-36X Solar Educational Calculator which is used in many middle and high school math classes. The Orbit TI-36X also has large keys and the ability to backspace. Students can also have the calculator repeat the speech as needed.

Many students with math disabilities have difficulty counting money. A Coin-u-lator is a helpful tool for these students. The Coin-u-lator can add or subtract many different coins and dollars up to $99.99. Additionally, the tool helps students learn the value of each coin by speaking it. On the screen, money values are displayed in dollars and cents notation, $0.07 for example, or in alpha-numeric format, 0 dollars and 7 cents for example. In addition to adding and subtracting coin values, the Coin-u-lator also has two games, matching and coin counting, that students can play.

MathPad Plus for Mac/Windows
MathPad is a high-tech assistive technology device for math that is an electronic worksheet. With this software, students can complete calculations on the computer instead of using paper and pencil. MathPad can help teachers adapt problems of worksheets so students with math disabilities can work on them. The software advertises that it is perfect for students who need help with organizing and navigating math problems. MathPad Plus differs from the original software by adding the ability to add, subtract, multiply, and divide fractions and decimals.

FASTT Math

FASST Math helps students develop fact fluency and automaticity. The goal of the program is to help students reach the Common Core standard for fact fluency. FASTT Math is developed for students in grades 2-High School. The program created an individualized program for each student, track's their progression, and assess them to determine their fact fluency. Students take a ten minute assessment when they begin to to use the program. This assessment will enable the program to individualize the instruction. In addition to providing individualized practice, students can also choose from one of the eighteen games to play. The program advertises that if students spend ten minutes a day, three to five days a week on the individualized instruction and game play that their fact fluency and automaticity will improve.

http://teacher.scholastic.com/math-fact-fluency/fastt-math-next-generation/
Dell, A.G., Newton, D.A., & Petroff, J.G. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Didax, Inc. (1996-2013). Unifix. Retrieved April 25, 2013. From http://www.didax.com/unifix/.

Master Innovations, Inc. (2010-2013). The mater ruler standard. Retrieved April 25, 2013. From http://www.themasterruler.com/store/themasterruler,Product.asp.

MathBits.com. (1998-2013). Rectangular graph papers. Retrieved April 25, 2013. From http://mathbits.com/MathBits/StudentResources/GraphPaper/GraphPaper.htm.

Mayer-Johnson. (2013). MathPad plus for mac/windows. Retrieved April 25, 2013. From http://www.mayer-johnson.com/mathpad-plus-for-mac-windows.

National Center for Learning Disabilities, Inc. (2013). What is dyscalculia?. In Types of disabilities. Retrieved April 25, 2013. From http://www.ncld.org/types-learning-disabilities/dyscalculia/what-is-dyscalculia.

Orbit Research. (2011). Orion TI-36X talking scientific calculator. In Products. Retrieved April 25, 2013. From http://www.orbitresearch.com/orion_details.php.

PCI Education. (n.d.). Coin-u-lator. Retrieved April 25, 2013. From http://www.pcieducation.com/coin-u-lator.aspx#bottomTabs.

Reed, P. (2009). Assistive technology for mathematics. In Assessing students' needs for assistive technology (chapter 8). Retrieved from http://www.wati.org/content/supports/free/pdf/Ch8-Mathematics.pdf.

Scholastic Inc. (2013). Fastt math next generation. Retrieved April 25, 2013. From http://teacher.scholastic.com/math-fact-fluency/fastt-math-next-generation/.
TSynderProd. (2010 March 31). FASTT math intervention model. Retrieved April 25, 2013. From http://www.youtube.com/watch?v=aqrvXoAZZkQ&list=PLD321B45438B32EF5.

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Mathematics can pose a challenge to students with disabilities. Some students have dyscalculia which is a math disability that can be different in every child. Students with math disabilities have visual-spatial difficulties and language difficulties that make it difficult for students to understand what is being asked.

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Building Reading Skills Through Assistive Technology

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Building Reading Skills Through Assistive Technology

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Building Reading Skills Through Assistive Technology

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What are Executive Function Skills? There is a great deal of literature about executive functioning and executive function disorder; and many definitions of what is considered an executive function skill.

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This playlist of videos and resources explores how assistive technology can contribute to an inclusive classroom and empower students with special needs.

Image Credit: iStock Photo

Of the many ways that technology enhances our lives, one compelling example is assistive technology (AT) -- tools to help people with learning or motor disabilities complete everyday tasks. In schools, assistive tech can mean the difference between a student falling behind or being able to successfully work alongside other kids in an inclusion model. Check out Edutopia curator Ashley Cronin's new roundup on assistive technology for a comprehensive list of resources; to accompany that, I wanted to share some amazing videos I've found about how technology can empower kids with special needs.

Video Playlist: The Power of Assistive Technology

1. Understanding Assistive Technology: Simply Said (02:33)
The PACER Simon Technology Center produced this Common Craft-style explainer that covers the basics of assistive technology resources in just two and a half minutes.

2. The Helping Hand (04:05)
I loved the sunny, playful feel of this short about a boy who gets to help design his own prosthetic. Siemens has more videos like this from their Answers project, where they commission filmmakers to tell stories about people who have been positively affected by tech.

3. UDL (Universal Design for Learning) (03:28)
This lovely video, produced by Alberta Education in Canada, gives a wonderful overview of what UDL means to their schools -- and how it helps them move towards full inclusion.

4. I Want to Say Documentary Trailer (02:14)
This documentary profiles several young people with autism and how touch-enabled technology has changed their lives. Posted by Hacking Autism, this video is meant as a call to action for tech developers to apply their skills to help people with autism. See the whole 27-minute documentary here.

5. Assistive Technology in Action - Meet Mason (04:16)
The Family Center on Technology and Disability (FCTD) and PACER Center produced this fantastic series of video profiles called Assistive Technology in Action to raise awareness about AT and its many applications.

6. K-12 Using Assistive Technology for Math and Science (03:35)
You can find a variety of useful videos about assistive technology on the YouTube channel of the Ottawa Network for Education, including one similar to this one about writing, and a five-part series about implementation.

7. Technology in Special Education Classrooms (01:58)
Teachers and parents from Lux Middle School, in Lincoln, Nebraska, talk about how technology can level the playing field for kids with special needs.

8. Meet Lianna - Assistive Technology and Cerebral Palsy (07:54)
A 10-year-old girl with cerebral palsy uses an eye-controlled camera to help her communicate in this profile from the Cincinnati Children's Hospital Medical Center.

9. The Case Against Assistive Technology (03:18)
Though it takes a while to get to its point that AT is non-negotiable in the 21st century, this is still a worthwhile video, especially if you need a kickoff while making the case for access to better tech for your students.

Watch the first video below, or watch the whole playlist on YouTube.

More Resources on Using Assistive Technology in the Classroom

I hope the stories above moved you and inspired you to learn more! As complex and varied as the challenges to learning can be, and as overwhelming as it is for teachers who have limited resources in classrooms filled with incredibly diverse learners, it's helpful to know that there are myriad options out there for technology tools to help all students get the access they need. Again, I encourage you to look over the new Edutopia Assistive Technology Roundup for a much more comprehensive exploration. Below are just a few more resources to help you learn about tools for your classroom.

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5-Minute Film Festival: The Power of Assistive Technology

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This playlist of videos and resources explores how assistive technology can contribute to an inclusive classroom and empower students with special needs. Image Credit: iStock Photo Of the many ways that technology enhances our lives, one compelling example is assistive technology (AT) -- tools to help people with learning or motor disabilities complete everyday tasks.

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Corkulous-APP to create to do lists, share information, etc. It is a “corkboard” where a student can map out ideas, brainstorm, and tore notes, etc.

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How to make flip communication books. https://superpowerspeech.com/2015/03/how-to-make-your-own-core-communication-flip-book.html

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communication device which enables non-verbal individuals the opportunity to communicate spontaneously. https://www.liberator.co.uk/products/communication-aids

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This is an example of a low-tech AT device

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APP to assist speech recognition. Has automatic speech to text capabilities.  http://www.dragonmobileapps.com

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At ranging from low tech to high tech, how quality instruction is needed in order for AT to be effective.

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Add to favorites
Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University
Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

1. Assistive technology ranges from low- to high-tech.

2. Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.

3. In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don't detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).
Computer-assisted Instruction Summary Points Figure 1: Helping students through assistive technology

1. Computer-assisted instruction provides students with dynamic feedback.

2. Computer-assisted instruction can help students practice spelling and multiplication drills.

3. In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

We may not consider the default functions of word processors to be ground breaking, but for students with learning disabilities, functions such as spell check and text-to-speech can be a tremendous help when composing and decoding words.

Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students' sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students' perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text - Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program's text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.
Software Summary Point
Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
Click here to access a list of Ministry of Education approved software titles.
Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students' spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

1. Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students' sight word vocabulary.

2. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

3. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Figure 2: Exploring technology for students with learning disabilities
While assistive technology can be low or high-tech, most of the assistive technology for students with learning disabilities is high-tech (Lewis, 1998). Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.

Graphic Organizers - Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as "don't forget to carry" during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

1. Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.

2. Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).

3. Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students' dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students' successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers' use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers' use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child's assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn't be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

1. Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.

2. In order to be effective, assistive technology has to be coupled with quality instruction.

3. Teachers require training to support their implementation of assistive technology.

Examples of Assistive Technology by Domain

Receptive
Notepad - Notepads are an excellent way to record information. Students with learning disabilities (LDs) may appreciate having the information colour-coded based on the purpose, topic, or function of the information.

Audiobooks - Provides a simple way to listen to many of the best classic books and modern titles .

Speaking
Cue cards - Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand.

Prezi - A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

ShowMe Interactive Whiteboard -In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

Reading
Highlighter strips - Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. Sticky notes - Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.

Kurzweil 3000 - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online - A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg - Over 45,000 free e-books.

Wikipedia - The Simple English function on Wikipedia allows content to be "translated" into plain English which is easier to read.

Writing
Pencil grips - For students who struggle with handwriting, pencil grips can provide a surface that is easier to manipulate.

Computerized pens - These pens can automatically transmit handwriting into digital text. Some computerized pens have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes.

Word processing - Functions such as spell check, dictionary options, synonym support, and word-prediction features are helpful for students with learning disabilities.

Reasoning
Graphic organizers - Organizing ideas visually allows students with LDs to see the connections between ideas. Audio recorders - Many students with LD experience difficulty translating oral language into written text. Recording ideas early in the thinking process can provide a record for later recall and clarification.

SimpleMind+ - This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.

Math
4-function calculator - Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.

Graphing calculator - Graphing computers can solve complex equations, and the dynamic display screen allows the student to verify the results before solving on paper.

Math Dictionary for Kids - An animated, interactive online math dictionary that explains over 600 common mathematical terms in simple language.

Braiing Camp - Animated lessons and interactive activities to assess student understanding.

IXL Math - IXL's math practice skills are aligned with pre-K through Grade 8 provincial curricula, and students' performance is assessed on each objective.

Sumdog - Sumdog's learning engine adapts its math questions to each student's ability. Covering number operations through to simple algebra, it is designed for students age 6 to 14.

ShowMe and ScreenChomp - These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

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Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association - London Region, where she was Vice-President of the Board. Gabrielle's research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. Jeffrey MacCormack is a PhD student at the Faculty of Education, Queen's University, with a focus on cognition. He is a teacher certified by the Ontario College of Teachers with 9 years of experience teaching elementary school. He worked as an instructor at Queen's University and has taught and authored online courses for educators. He is currently conducting research on several topics including: learning disabilities, autism, emotional well-being, and youth development.
Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

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Assistive Technology for Students with Learning Disabilities

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).

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Personal digital assistants for individuals who are blind or visually impaired

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The Chromebook is a high tech device that has built in AT and specific tools to help in Math.