Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities

PART I: Benefits of Computer Use in Special Education Chapter 1: Introduction to Assistive Technology Focus Questions Introduction What Is Assistive Technology? The Legal Basis for Assistive Technology Individuals with Disabilities Education Improvement Act of 2004 Section 504 of the Rehabilitation Act of 1973 Americans with Disabilities Act (ADA) Brief History of Assistive Technology Assistive Technology Decision-Making Process Universal Design Universal Design for Learning A Note on Language Conclusion Chapter 2: Assistive Technology to Support Writing Focus Questions The Context-Process Writing Problems Students with Disabilities Have with Writing Technology Tools That Support the Writing Process Pre-Writing: Graphic Organizers Drafting Editing Reviewing Sharing or Publishing Technology Tools that Support Notetaking Portable Word Processors Portable Braille Notetakers Notetaking Services for Deaf/Hard of Hearing Students Capturing Devices Technology Alone Will Not Improve Students' Writing Instruction on Technology Tools for Writing Putting It All Together Chapter 3: Assistive Technology to Support Reading Focus Questions Introduction What We Know About Teaching Children to Read: Evidenced-Based Strategies Findings of the National Reading Panel: Topic Areas Reading Problems in Students with Disabilities How Technology Can Address These Problems Learning to Read: Computer as a Remediation Tool Reading to Learn: Computer as a Compensation Tool Technology Tools to Access Alternate Formats Decision-Making: Instructional Tool or Compensatory Tool? Chapter 4: Technology to Support Universal Design for Learning (UDL) and Differentiated Instruction Focus Questions Introduction UDL Principle 1: Multiple Means of Representation Provide Multiple Means of Representation What Multiple Means of Representation Looks Like in a Classroom UDL Principle 2: Multiple Means of Action and Expression Provide Multiple Means of Action and Expression What Multiple Means of Action and Expression Look Like in the Classroom UDL Principle 3: Multiple Means of Engagement Provide Multiple Means of Engagement What Multiple Means of Engagement Looks Like in a Classroom Web Accessibility Chapter 5: Computers and the Internet for Teaching Math Focus Questions Introduction Addressing the Needs of Students with Disabilities Features of Technology-Based Learning Activities Selecting Activities: Focus on Math Automaticity and Fluency Visual-Spatial or Motor Control Difficulties Math Concepts, Skills, and Problem Solving Software for Math Skills, Concepts and Problem Solving Authoring Software Chapter 6: Assistive Technology to Enhance Communication Focus Questions Introduction The Importance of Communication-Part 1 Problems Students Who Are Deaf or Hard of Hearing Have with Communication Problems Resulting from Communication Problems Technology Tools That Address Communication Problems for Students Who Are Deaf/Hard of Hearing Hearing Lectures with Assistive Listening Devices Types of Assistive Listening Devices Interacting with Teachers and Peers Outside Class The Importance of Communication-Part 2 Problems Students with Physical Disabilities or Autism Have with Communication Problems Resulting from Communication Problems Technology Tools That Address Communication Problems for Students Who Cannot Speak: Augmentative Communication PART II: Access to Computers Chapter 7: Providing Access to Computers: Using What You Have Focus Questions Introduction Universal Design Flexibility in Use Accessibility Features for Users with Disabilities Keyboard Modifications and Mouse Control Modifications for Students with Sensory Impairments Chapter 8: Assistive Technology for Computer Access Focus Questions Introduction Low-Tech Adaptations for Computer Use Keyboard Labels Selecting/Pointing Devices Keyguards Moisture Guards Alternate Input Devices Mouse Alternative Keyboard Shortcuts Trackballs Joysticks Touch Screens Head Pointing Systems Eye Gaze Systems Alternate Input: Alternative Keyboards Expanded Keyboards Mini-Keyboards One-Handed Keyboards On-Screen Keyboards Customizable Keyboards Single Switches for Scanning and Morse Code Speech Recognition. Alternate Output Options Screen Magnification Screen Readers Refreshable Braille Braille Embossers Chapter 9: Issues in Selection of Access Method(s) Focus Questions Introduction Consideration of Assistive Technology During IEP Development Hallmarks of Exemplary Assistive Technology Decision-Making and Assessment Use of a Team Approach in Assistive Technology Assessment Focus on Student Needs and Abilities Examination of Tasks to Be Completed Consideration of Relevant Environmental Issues. Trial Use of Assistive Technology Providing Necessary Supports Viewing Assessment as an Ongoing Process Resources to Guide Assistive Technology Consideration and Assessment Quality Indicators for Assessment of Assistive Technology Needs Education Tech Points for Assistive Technology Planning SETT Framework Summary Suggested Activities PART III: Augmentative Communication Chapter 10: Selecting and Designing a Student's Augmentative Communication System Focus Questions Introduction Considerations in System Selection and Design Myths and Realities Who Should Assess? Collaborative Team Assessment Approach How Should the Team Assess? Features of the Collaborative Assessment Process Features of the Process of Selecting AAC Systems What Components Must Be Identified? Symbols, Vocabulary and Access Method Evaluating the Efficiency and Effectiveness of a Student's Augmentative Communication System Conclusion Chapter 11: AT Approaches to Teaching Early Communication and Literacy Focus Questions Introduction What Is Communication? How Do Communication and Language Develop? What Factors Promote Communication and Language Development? Problems Students with Disabilities Have with Early Communication Development Technology Tools That Support Early Communication Development Types of Switches to Promote Early Communication Determining the Use of Switches for Early Communication Examples of Switch Technology for Early Communication in the Classroom Emergent-Conventional Literacy Chapter 12: Integrating Augmentative Communication in the Classroom, Home, and Community Focus Questions Introduction Supportive Environments for Augmentative Communication Users: The Teacher's Role Curriculum Issues Ongoing Skill Development in Communication Importance of Selecting Appropriate Vocabulary Use of Peers as Communication Facilitators Other Strategies Need for Teacher Training Not Everything Is High-Tech Infusing Communication Development Within the IEP Transition from School to School and Teacher to Teacher Home and Community Use Using Augmentative Communication in the Community PART IV: Making It Happen Chapter 13: Implementation of Assistive Technology in Schools Focus Questions Introduction Legal Basis for Assistive Technology Integrating Assistive Technology into the IEP Specially Designed Instruction Supplementary Aids and Services, and Related Services Critical Issues in Assistive Technology Implementation The Digital Divide Culture Assistive Technology Consideration Misunderstood Educational Professionals' Lack of Knowledge and Skills Information Technology Policies Funding Implementing Assistive Technology Recommendations Chapter 14: Implementation of Assistive Technology in Transition Planning Focus Questions Preparation for Transition from High School to College Problems Students with Disabilities Face in College Typical Accommodations at College That Meet These Needs There Are No IEPs in College Reasonable Accommodations Procedures for Obtaining Assistive Technology in College Legal and Procedural Differences Between ADA and IDEA Importance of Transition Planning in High School Assistive Technology Skills Self-Advocacy skills Assistive Technology for Transition from High School to Home, Workplace, and Community Technology to Teach Functional Skills Instructional Software to Teach Functional Skills Authoring Computer-Based Activities to Teach Functional Skills Technology to Provide Visual Supports Computer-Generated and Video-Based Social Stories Simple Technology for Self-Care and Leisure Activities Planning for Transition to Home, Workplace, and Community Index