5 Assistive Technology

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1 5 Assisive Technology Technology is now a par of he lives of all sudens inside and ouside of school. In fac, recen saisics sugges sudens are increasingly spending heir ime ouside of school wih echnology, resuling in some calling oday s sudens he igeneraion (Coldewey, 2010; Rosen, 2011). To illusrae he rend in echnology use, surveys sugges he majoriy of school-aged children own cell phones increasingly smarphones (Madden, Lenhar, Duggan, Coresi, & Gasser, 2013; Rideou, Foehr, & Robers, 2010). The majoriy of U.S. eenagers also repor access o a compuer a home (Herrick, Fakhouri, Carlson, & Fulon, 2014; Madden e al., 2013). Technology in Educaion Educaional echnology is defined muliple ways, including he sudy and pracice of faciliaing learning and improving performance by creaing, using, and managing echnological processes and resources (Mishra, Koehler, & Kereluik, 2009). In oher words, educaional echnologies are ools ha address educaional problems, for insance, issues of eaching and learning (Newby, Sepich, Lehman, & Russell, 2000). While some narrowly define educaional echnology as compuers and compuer-based applicaions, many define i in a broader sense and sugges educaional echnology has exised since he era of chalk and slae (Blackhurs, 2005a; Mishra & Koehler, 2009). Regardless of he concep of educaional echnology, one hing is consisen he claim ha use of a paricular echnology in educaion will revoluionize eaching and learning. Such claims were made for he alking picure (Devereux, 1933; Mishra e al., 2009), he blackboard (Lewis, 1988), and cell phones (Kolb, 2008; Mishra e al., 2009), jus o name a few. Despie he erm educaional echnology, Mishra and Koehler (2009) sugges he echnologies eachers ypically use in educaion are no designed for educaional purposes; raher, eachers repurpose such echnology o be educaional. In oher words, eachers ofen ake a echnology, regardless of is inended purpose, and use i o fi heir needs in he classroom (Kereluik, Mishra, & Koehler, 2011; Mishra & Koehler, 2007). Repurposing can involve such common echnologies as digial cameras and sofware (for example, Phooshop) for aking picures of objecs and hen manipulaing he images o demonsrae mahemaical conceps such as ransformaions (Terry, Mishra, Henriksen, Wolf, & Kereluik, 2013), as well as social media like Facebook (Kereluik, Mishra, & Koehler, 2010). LEARNING OBJECTIVES Afer reading Chaper 5, you should be able o: Discuss wha makes a echnology an assisive echnology for sudens wih disabiliies. Undersand he legal and legislaive aspecs of assisive echnology. Explain how assisive echnology can benefi sudens wih disabiliies. Describe he difference beween lowech, mid-ech, and high-ech assisive echnology. Describe he differen purposes of assisive echnology. Idenify assisive echnology devices ha suppor sudens wih disabiliies across conen-area insrucion. Video Assisive Technology educaional echnology: Technology used for educaional purposes such as eaching and learning. Chaper 5 Assisive Technology 135

2 TABLE 5.1 Examples of Six Disinc Types of Educaional Technology Technology of Teaching Medical Technology Produciviy Technology Informaion Technology Insrucional Technology Assisive Technology Direc insrucion Cochlear implans Word processor The Inerne Compuer- assised insrucion Tex-o-speech Inquiry Feeding ubes Presenaion ools (e.g., PowerPoin) Wheelchair Smarboards e SOURCE: Adaped from A. Blackhurs, Perspecives on Applicaions of Technology in he Field of Learning Disabiliies, Learning Disabiliy Quarerly, 28(2), 2005, pp , or d po s co py, Assisive Technology Web Assisive echnology acually refers o devices and services, alhough mos commonly people associae he erm assisive echnology wih he ools or devices. An assisive echnology device refers o any iem, piece of equipmen, or produc sysem, wheher acquired commercially off he shelf, modified, or cusomized, ha is used o increase, mainain, or improve he funcional capabiliies of a child wih a disabiliy (Individuals wih Disabiliies Educaion Improvemen Ac of 2004, Secion 300.5). Assisive echnology services, as defined in Public Law (PL) , include any service ha direcly assiss an individual in he selecion, acquisiion, or use of an assisive echnology device. While devices are he ools and echnologies ha sudens use, assisive echnology services are a necessary componen and involve selecing (based on an evaluaion of a suden s assisive echnology needs), acquiring, implemening, and mainaining devices (Paree, Peerson-Karlan, & Wojcik, 2005). Assisive echnology services can be provided by an assisive echnology specialis; however, hese individuals may be infrequen wihin a school sysem. In ha case, special educaion eachers, speech language pahologiss, occupaional herapiss, and/or insrucional echnologiss may be responsible for providing assisive echnology services (Edyburn, 2004; Marino, Marino, & Shaw, 2006). See Figure 5.1 for a diagram of assisive echnology services. no Assisive Technology o assisive echnology device: Any iem, piece of equipmen, or produc sysem ha increases, mainains, or improves funcional capabiliies of individuals wih disabiliies. D Flickr/pablog61 (CC BY 2.0) is rib u Wihin educaional echnology, pulling from a wide concepualizaion, Blackhurs (2005a, 2005b) suggess he exisence of six disinc ypes: echnology of eaching, medical echnology, produciviy echnology, informaion echnology, insrucional echnology, and assisive echnology (see Table 5.1). Technology of eaching is ypically devoid of ools or devices, as i refers o insrucional echniques. Medical echnology involves devices used o suppor and monior a medical condiion or one s healh. Tools ha help educaors and sudens creae producs efficienly and effecively are considered produciviy echnologies. Informaion echnologies involve ools ha provide resources and access o informaion. Insrucional echnology involves hardware and sofware designed o suppor effecive insrucion o Today s sudens use many differen ypes of educaional echnology. increase suden learning. Finally, assisive echnologies are ools and devices ha suppor sudens wih disabiliies o access maerials, increase independence, and experience an improved qualiy of life (Blackhurs, 2005b). assisive echnology service: Any service ha direcly assiss an individual in he selecion, acquisiion, or use of an assisive echnology device. assisive echnology specialis: A person rained o provide assisive echnology services o individuals wih disabiliies. 136 Par 1 n Foundaions of Special Educaion

3 FIGURE 5.1 A Visual Depicion of Assisive Technology Services Provided by an Assisive Technology Specialis or Oher IEP Team Member Assessmen/evaluaion Lending library rials Deermining goals Purchasing Borrowing Making Monioring, including addiional raining Fixing Ongoing assessmen Hisory and Legislaion of Assisive Technology Selecion Mainenance Acquisiion Implemenaion Training sudens, eachers, oher educaors, families Ongoing assessmen The previous definiions of assisive echnology devices and services are found in IDEA 2004 (he Individuals wih Disabiliies Educaion Improvemen Ac) and PL , he 1988 Technology-Relaed Assisance for Individuals wih Disabiliies Ac (also known as he Tech Ac ). The Tech Ac was reauhorized in 1998 and again in 2004 as he Assisive Technology Ac. However, acual use and legislaion peraining o he idea of assisive echnology far predae he 1988 Tech Ac. For example, in 1832, Louis Braille published he Braille code (Blackhurs, 2005a). Since hen, we have seen he invenion of elecric amplifying devices for individuals wih hearing impairmens (1900), devices o magnify prined maerial (1953), and he alking calculaor (1975), o name jus a few (Blackhurs, 2005a; Nazzaro, 1977). In he 1970s, wih he invenion of he microcompuer, addiional assisive echnology became available o suppor sudens wih disabiliies, including ex-o-speech (voice oupu of digial words so sudens can hear he ex), augmenaive and alernaive communicaion (AAC) devices (low-ech, mid-ech, and high-ech communicaion ools ha can replace, supplemen, or enhance one s radiional means of communicaion), and speech-o-ex (spoken words appearing as yped ex on a compuer-based echnology) (Belson, 2003; Blackhurs, 2005a). Legislaion for assisive echnology also predaes he 1988 Tech Ac. In 1879, following he invenion of Braille, PL was passed, which auhorized funding for he producion of Braille maerials by he American Prining House for he Blind. In 1958, PL provided funding o purchase and disribue closed-capioned films o sae schools for he deaf. The Elemenary and Secondary Educaion Amendmens of 1968, PL , legislaed he provision of educaional echnology for sudens wih disabiliies (Blackhurs, 2005a). augmenaive and alernaive communicaion (AAC): Symbols, aids, sraegies, and echniques used as a supplemen or alernaive o oral language. Chaper 5 Assisive Technology 137

4 e rib u is, or d po s co py, Assisive Technology Decision Making As previously saed, assisive echnology services provide for he consideraion, selecion, acquisiion, and implemenaion of assisive echnology devices and ools for sudens wih disabiliies. Bu how do IEP eams consider and selec assisive echnology for an individual suden? While making an assisive echnology decision can be challenging, given he range and ypes of ools and devices available, frameworks do exis o aid IEP eams in heir decision-making progress. Perhaps he mos wellknown decision-making framework is he Suden, Environmens, Tasks, and Tools (SETT) framework by Joy Zabala (1995). (See Table 5.2 for assisive echnology decision-making resources.) The SETT framework involves he idenificaion and consideraion of he suden (for example, srenghs, needs, and preferences), he environmens in which he suden funcions, and he asks he suden is expeced o perform. In oher words, he ools seleced need o mach wih he pupil, work wihin various environmens, and adequaely and appropriaely address he suden s asks. The SETT framework is similar o he Maching Person and Technology (MPT) framework, which also suggess assisive echnology devices or ools should mach no o D isockphoo.com/abalcazar However, much of wha guides assisive echnology oday for sudens wih disabiliies comes from reauhorizaions of he Individuals wih Disabiliies Educaion Ac (IDEA). Alhough IDEA was iniially passed in 1975 (PL ), i was no unil he 1990 reauhorizaion (PL ) ha assisive echnology was included. The 1990 auhorizaion of IDEA included he Tech Ac definiion of assisive echnology as well as provided for assisive echnology if he individualized educaion program (IEP) eam deermined i was needed (Smih & Jones, 1999). The 1997 reauhorizaion of IDEA mandaed ha IEP eams consider assisive echnology for all sudens wih disabiliies, shifing he focus of assisassisive echnology services are mulifaceed, including evaluaing he needs ive echnology as primarily for sudens wih of sudens wih disabiliies. more severe or low-incidence disabiliies (for example, sudens wih visual impairmens or sudens wih severe inellecual disabiliy) o also include sudens wih high-incidence disabiliies, such as individuals wih learning disabiliies (Quinn e al., 2009; Smih & Jones, 1999). The laes reauhorizaion of IDEA in 2004 upheld he mandae ha IEP eams consider assisive echnology for all sudens wih disabiliies and ha, pending deerminaion by he IEP eam, he assisive echnology be provided a no cos o he suden (Lee & Templeon, 2008). However, here was one exclusion in IDEA 2004; surgically implaned assisive echnologies (for example, cochlear implans) were omied from he definiion of assisive echnology. Consequenly, schools are no required o pay for such devices (Zirkel, 2007). Relaed o assisive echnology, IDEA 2004 included he Naional Insrucional Maerials Accessibiliy Sandard (NIMAS), which sipulaed sudens wih prin disabiliies, commonly considered sudens wih visual impairmens and reading-based learning disabiliies and someimes paricular physical disabiliies, be provided wih accessible insrucional maerials, such as large prin, Braille, or digial ex (Naional Cener on Accessible Insrucional Maerials, 2011). Web IDEA prin disabiliies: Disabiliies ha preven an individual from gaining informaion from prined maerial; require he use of alernaive mehods o access he maerial. 138 Par 1 n Foundaions of Special Educaion

5 TABLE 5.2 Resources for Assisive Technology Decision-Making Frameworks or Assessmens Decision-Making Framework/Assessmen Suden, Environmens, Tasks, and Tools (SETT) Resources (Downloadable documens o assis in implemening he SETT framework) Wisconsin Assisive Technology Iniiaive (WATI) Universiy of Kenucky Assisive Technology (UKAT) Toolki Naional Assisive Technology Research Insiue (NATRI), Assisive Technology Planner wih he suden (srenghs, challenges, aiudes, and ineress), work wihin he suden s conexs, and fi he suden s asks (Bryan & Bryan, 2003; Raskind & Bryan, 2002; Scherer & Craddock, 2002). Beyond he SETT and MPT, oher gran-funded projecs and iniiaives creaed decision-making ool kis for IEP eams o use in considering and selecing assisive echnology for individual sudens. For example, he Wisconsin Assisive Technology Iniiaive (WATI) creaed an assessmen sysem o help IEP eams idenify he ypes of echnology ha may benefi sudens wih various disabiliies, based on he sudens abiliies and challenges, environmens, and asks (Gierach, 2009). Lahm e al. (2002) developed he Universiy of Kenucky Assisive Technology (UKAT) Toolki, which provides resources in he form of workshee-like pages o complee in order o guide an IEP eam hrough assisive echnology decision making. Lasly, he Naional Assisive Technology Research Insiue (NATRI) developed an assisive echnology planner for use by eachers, parens, and sudens o acively paricipae in assisive echnology planning and decision making on an IEP eam (Bausch & Aul, 2008; Bausch, Aul, & Hasselbring, 2006). When IEP eams are making assisive echnology decisions, hey may op for a suden o ry ou an assisive echnology device or ool before recommending ha he pupil use such assisive echnology. IEP eams can ake advanage of sae lending libraries. For example, in he sae of Indiana, he Promoing Achievemen hrough Technology and Insrucion for all Sudens (PATINS) Projec ( serves as he saewide echnical assisance nework for assisive echnology. PATINS no only lends assisive echnology o schools o aid in decision making bu also provides educaors in he sae wih professional developmen relaed o assisive echnology hrough face-oface conferences as well as online uorials or webinars. We recommend ha IEP eams consul heir sae assisive echnology projec for resources as well as devices and ools available hrough heir lending libraries. (See Table 5.3 for examples of sae programs.) Assisive Technology and he IEP (Downloadable documens o assis in assisive echnology decision making and assessmens) edsrc.coe.uky.edu/www/ukaii/ (Downloadable documens o assis in assisive echnology decision making) nari.uky.edu/aplannermenu.hml (Downloadable ki and for-purchase documens o assis in assisive echnology decision making) As previously noed, IEP eams (and individualized family service plan eams for youngsers from birh o age 3) are required o consider assisive echnology for all sudens wih disabiliies. Assisive echnology is included wihin a suden s IEP as appropriae. I can be represened in muliple ways for insance, as a relaed service, as an accommodaion, or as an annual goal or shor-erm objecive, where appropriae Chaper 5 Assisive Technology 139

6 TABLE 5.3 Represenaive Sae Programs for Assisive Technology Sae Alabama Saewide Assisive Technology Projec STAR insrucional echnology: Any apparaus or device ha suppors he eaching learning process, such as compuers or elevisions; a ool for he delivery of insrucion. Michigan Minnesoa Ohio Texas Michigan Inegraed Technology Suppors (MITS) mis.cenmi.org/home.aspx Minnesoa STAR Program Ohio Cener for Auism and Low Incidence (OCALI) Texas Assisive Technology Nework (TATN) (Neheron & Deal, 2006). Typically, however, assisive echnology is seleced and implemened o assis a suden in meeing his or her goals. Hence, IEP eams may wan o consider assisive echnology oward he end of an IEP meeing (Beard, Carpener, & Johnson, 2011). I is imporan for IEP eams o remember ha if assisive echnology devices or services are wrien ino a suden s IEP, i is he responsibiliy of he school o cover he coss. However, schools are no required o pay for all assisive echnology (for example, surgically implaned assisive echnology); hence, oher oules, such as privae insurance, Medicare, Medicaid, or donaions, are frequenly used by families. Assisive Technology Caegorizaion Assisive echnology, by is definiion in IDEA 2004, is vague and ambiguous. Broken down, assisive echnology essenially is anyhing or can come from anywhere, as long as i helps or jus mainains an individual s skills. Because assisive echnology can be anyhing, i can be insrucional echnology (somehing ha eachers use in he insrucion of all sudens; for example, compuer-based concep mapping and calculaors), i can be everyday echnology ha is repurposed (for example, cell phones and ipads), and i can be specifically designed ools and devices (such as ex-o-speech, speech-o-ex, and AAC) (Bouck, Flanagan, Miller, & Bassee, 2012; Bouck, Shurr e al., 2012; Edyburn, 2004). In oher words, he definiion of assisive echnology can leave one wih wo quesions: Wha isn assisive echnology? and When is somehing assisive echnology? (Edyburn, 2004). Given he quesions surrounding wha is and wha is no assisive echnology, a way o beer undersand assisive echnology is hrough he differen caegorizaion schemes. One way in which assisive echnology is ofen caegorized is hrough he level of echnology. While ypically one concepualizes assisive echnology as low-ech (minimum echnology) or high-ech (sophisicaed echnology), oher concepualizaions also exis, including no-ech, low-ech, mid-ech, or high-ech as well as low-ech, moderae-ech (or mid-ech), or high-ech (Blackhurs, 1997; Edyburn, 2005; Johnson, Beard, & Carpener, 2007; Vanderheiden, 1984). No-ech assisive echnology mos commonly refers o when no ool or device is acually used, bu perhaps a eaching sraegy is implemened, such as a mnemonic (Behrmann & Jerome, 2002; Blackhurs, 140 Par 1 Foundaions of Special Educaion

7 TABLE 5.4 Examples of Assisive Technology Devices by Caegorizaion No-Tech Low-Tech Mid-Tech High-Tech Mnemonics (HOMES for remembering he names of he Grea Lakes) Graphic organizers 1997). Low-ech assisive echnologies are generally ools or devices ha are low in cos, require less raining, and are ypically no sophisicaed (for example, pencil grips) (Behrmann & Schaff, 2001; Blackhurs, 1997). Moderae- or mid-ech assisive echnologies are hen ypically ools or devices ha are baery operaed; he echnology is more sophisicaed, may require more raining, and has a higher cos han low-ech assisive echnology (for example, a calculaor). Finally, high-ech assisive echnologies are sophisicaed devices and ools and are commonly associaed wih compuer-based echnology. High-ech assisive echnologies are considered o have a higher cos and require more raining (for example, ex-o-speech) (Blackhurs, 1997; Edyburn, 2005; Johnson e al., 2007; Vanderheiden, 1984). See Table 5.4 for examples of assisive echnology devices according o caegorizaion. Anoher way assisive echnology can be caegorized is by purpose. Bryan and Bryan (2003) suggesed seven purposes for assisive echnology: posiioning, mobiliy, augmenaive and alernaive communicaion, compuer access, adapive oys and games, adapive environmens, and insrucional aids. Likewise, he WATI suggesed foureen caegories for assisive echnology: seaing, posiioning and mobiliy, communicaion, compuer access, recreaion and leisure, aciviies of daily living, moor aspecs of wriing, composiion of wrien maerial, reading, mahemaics, organizaion, vision, hearing, and muliple challenges (Gierach, 2009). See Table 5.5 for examples of assisive echnology devices by purpose. Overall, hese caegorizaions sugges assisive echnology can mee a wide range of needs for a diverse populaion of sudens wih disabiliies. Devices and Tools Pencil grips Raised lined paper Highligher srips Braille playing cards Calculaors Audio recorders Swiches Speech-o-ex ipad Word predicion Assisive echnology is cenral o he educaion of sudens wih disabiliies. Each chaper in Par 2 of his book examines assisive echnology ools and devices ha are unique or commonly used by individuals wih a specific disabiliy such as an AAC device for pupils wih speech and language impairmens or various sound amplificaion sysems for sudens wih hearing impairmens. We now focus our aenion on assisive echnology wihin conen-specific domains, as well as oher organizaional capabiliies for sudens wih high- and low-incidence disabiliies. In addiion, we ouch upon assisive echnology for young children wih disabiliies and he associaion beween universal design for learning and assisive echnology. Reading Reading is a fundamenal bu complex skill and ofen considered he mos criical academic skill (Srangman & Dalon, 2005). In 2000, he Naional Reading Panel suggesed reading insrucion should consis of five areas: phonemic awareness, phonics insrucion, fluency, vocabulary, and reading comprehension. Despie is value, reading is an area of sruggle for many sudens, wih varying saisics presening he frequency of sruggling readers, le alone sudens wih disabiliies. The mos recenly available Video Assisive Technology for Reading Chaper 5 Assisive Technology 141

8 TABLE 5.5 Example Assisive Technology Devices by Purpose Bryan & Bryan (2003) Purpose Wisconsin Assisive Technology Iniiaive (WATI) Caegories Examples Seaing, posiioning, and mobiliy Augmenaive and alernaive communicaion Posiioning Mobiliy Seaing Adjusable-heigh desks Cusom wedges Wheelchair Gai rainer Communicaion Picure Exchange Communicaion Sysem Proloquo2Go for ipod, ipad Compuer access Compuer access Alernaive keyboard Speech/voice recogniion Adapive oys and games Recreaion and leisure Swich-operaed baery oys Larger or Braille playing cards Adapive environmens Aciviies of daily living Adaped uensils, bowls, and cups Moion-conrolled lighs Insrucional aids Moor aspecs of wriing Speech-o-ex Pencil grips Composiion of wrien maerial Reading Mahemaics Organizaion Vision Hearing Word predicion Porable spell checker ReadingPen E-ex or suppored e-ex Concree or virual manipulaives Calculaor WachMinder Picure schedule Tex-o-speech Screen magnificaion FM sysem Hearing aid SOURCE: AssisiveWare E. Bouck and S. Flanagan, Assisive Technology and Mahemaics: Wha Is There and Where Can We Go, Journal of Special Educaion Technology, 24(2), 2009, pp ; D. Bryan and B. Bryan, Assisive Technology for People Wih Disabiliies (Boson, MA: Allyn & Bacon, 2003); J. Gierach, Assessing Sudens Needs for Assisive Technology, 5h ed. (Milon: Wisconsin Assisive Technology Iniiaive, 2009); L. Johnson, L. Beard, and L. Carpener, Assisive Technology: Access for All Sudens (Upper Saddle River, NJ: Pearson Educaion, 2007). daa from he Naional Assessmen of Educaional Progress (NAEP), which assesses reading a Grades 4 and 8, sugges sudens wih disabiliies are faring poorer han heir peers wihou disabiliies. The average score in reading for fourh graders wih disabiliies was 187 below he basic level and he average score for fourh graders wihou disabiliies was 228, which is beween basic and proficien. Similar resuls are found for eighh graders: The average score was 230 (below basic) for pupils wih disabiliies and 270 (beween basic and proficien) for hose wihou disabiliies (Naional Cener for Educaion Saisics, 2016). Given he challenges reading can pose, i is imporan o consider how echnology can suppor hese sudens. See Table 5.6 for examples of assisive echnology used for insrucion in he various conen areas. 142 Par 1 Foundaions of Special Educaion

9 Firs Person: MATTHEW Teaching in he Age of Technology Since graduaing wih my bachelor s degree in special educaion, I have worked a an alernaive school. My school is a saeaccredied residenial and day school program ha serves sudens beween he ages of 6 and 21 who have learning disabiliies and/or emoional behavior disorders and who sruggle in a ypical school seing, as well as sudens wih inellecual disabiliy and sudens wih auism specrum disorder. Our sudens Low-Tech Reading Assisive Technology. When deciding on assisive echnology, IEP eams should always firs consider low-ech, of which here are a number of opions for reading. There is no always a research base, however, on using he ools and devices for sudens wih disabiliies. Some common low-ech reading-based assisive echnologies include highligher pens, highligher ape (nonpermanen), and highligher srips srips of colored, ransparen film ha sudens can use o guide heir reading. Anoher low-ech means for providing suppor for reading is he placemen of picure symbols in wrien ex o provide addiional suppor for comprehension (Shurr & Taber-Doughy, 2012). Mid- and High-Tech Reading Assisive Technology. Many mid-ech and high-ech assisive echnology devices and ools exis. Perhaps one of he mos common echnologies o consider for sudens who sruggle wih reading is ex-o-speech. Tex-o-speech, known by differen names depending on is applicaion (for example, screen readers when accessing ex on a compuer, or e-ex) (Anderson-Inman & Horney, 2007), is essenially prined or digial ex spoken aloud o he reader; in oher words, here is a voice oupu. No only did he Naional Reading Panel (2000) sugges ex-o-speech as a promising inervenion, bu researchers found use of ex-o-speech posiively influenced decoding, fluency, and comprehension skills (Hasselbring & Bausch, 2005; King-Sears, Swanson, & Mainzer, 2011). However, i should be noed ha he research is also full of conradicions regarding he posiive or neural effec of ex-o-speech (Srangman & Dalon, 2005). Many differen ypes of ex-o-speech opions exis. For example, here is he ReadingPen 2, a handheld opical characer recogniion sysem ha reads prined ex as he device scans i (anoher example is Quickionary2) (Schmi, McCallum, Hennessey, Lovelace, & Hawkins, 2012; Schmi, McCallum, Rubinic, & Hawkins, 2011; WizcomTech, 2013, 2014). A number of compuer-based ex-o-speech programs wih learning disabiliies and/or emoional behavior disorders are no reading or wriing a grade level. For our older sudens who sill sruggle wih handwriing, pencil grips or weighed pencils are available. I do see pencil grips benefiing my sudens. For our younger sudens who sruggle wih reading, we ake advanage of books on CD or elecronic books played hrough an MP3 player. In my school, we have advanced echnology o suppor sudens wih more inense needs as well. Every classroom has an ipad, and we use Proloquo2Go for sudens wih communicaion needs. Mos of our assisive echnology needs and decisions for individual sudens are deermined by our occupaional herapiss or speech language pahologiss. Mahew Wrigh Program Coordinaor T. C. Harris School Lafayee, Indiana Video Assisive Technology for Communicaion Chaper 5 Assisive Technology 143

10 TABLE 5.6 Assisive Technology Examples for Conen-Area Insrucion Low-Tech Mid-Tech High-Tech Reading Highligher srips or ape Picure symbols ReadingPen Books on CD Tex-o-speech E-readers or suppored e-ex SAGE Publicaions Wriing Mahemaics Pencil grips Raised lined paper Concree manipulaives Number lines Graph paper Video Case 5.1: Assisive Technology for Wriing Handheld spell checkers Porable word processors Calculaors (e.g., four-funcion, graphing) Name or describe hree examples of low-ech assisive echnology for wriing and how hese migh benefi an individual wih a disabiliy. Web ipads in Special Ed e-ex: An elecronic presenaion of a ex, also known as a digial ex, ha can be read on a compuer. suppored e-ex: An e-ex ha allows for conen o be presened in muliple modaliies while providing addiional suppors. Speech-o-ex Word predicion Virual manipulaives Compuer-assised insrucion exis, including boh free and for-purchase opions. One free opion, alhough one can also purchase is upgraded feaures, is NauralReader ( (NauralSof Limied, 2015). NauralReader is a downloadable opion ha provides naural-sounding voices and also highlighs he ex as i is read on Word documens, websies, PDFs, and s on boh PCs and Mac compuers. Sudens can adjus he volume and pace of a voice even wih he free version. Oher free ex-o-speech programs include browser-specific opions, such as SpeakI! for Google Chrome (Perov, 2016). For-purchase exo-speech programs also exis, such as Read&Wrie Gold. No only does he program provide audiory ex wih simulaneous ex highlighing on a compuer, bu he company also recenly released an ipad version (Texhelp, 2015). Closely relaed o ex-o-speech is e-ex or suppored e-ex. E-ex is elecronic ex, and suppored e-ex is enhanced e-ex, which includes such addiional feaures o benefi sudens as linked dicionaries (Anderson-Inman & Horney, 2007). Use of e-ex is relaed o he NIMAS, which mandaed ha sudens wih prin disabiliies receive access o accessible ex, including digial ex (Naional Cener on Accessible Insrucional Maerials, 2011). Several specifically designed e-ex readers were developed following NIMAS, which suppored a file forma referred o as Digial Accessible Informaion Sysem (DAISY) Digial Talking Books. ReadHear, by gh, LLC, is one such echnology. ReadHear offers many of he same feaures as ex-o-speech programs, including synhesized speech and ex highlighing. I also offers magnificaion and can be used hrough keyboard shorcus for individuals wih visual impairmens. In addiion, commercially available producs, such as Kindle, Nook, and ipad, are becoming increasingly popular for providing e-ex o sudens (Larson, 2010). However, no all e-readers mee he accessibiliy needs of all pupils, such as sudens wih visual impairmens. If a suden does use an e-reader, he or she can acquire ex from muliple places, including Amazon.com and oher online sellers (for example, Barnes & Noble), as well as ake advanage of free e-books, including hose from itunes, Bookshare ( and Projec Guenberg ( 144 Par 1 Foundaions of Special Educaion

11 Wriing Wriing is anoher criical skill, bu i ofen ges less aenion han reading (Naional Commission on Wriing for America s Families, Schools, and Colleges, 2005). Wriing is complex and mulifaceed, involving no jus echnical elemens like handwriing and spelling bu also he processes of planning and organizing, generaing and drafing ex, and hen ediing and revising (Flower & Hayes, 1981). All of hese componens, from handwriing o planning o wriing o revising, can cause challenges for sudens wih disabiliies (Mason, Harris, & Graham, 2011). Recen daa from he NAEP wriing assessmen sugges sudens wih and wihou disabiliies sruggle wih wriing (Naional Cener for Educaion Saisics, 2012). The 2011 assessmen found only 27 percen of eighh- and welfh-grade sudens were above a basic level (ha is, proficien or advanced), meaning almos hree-fourhs of sudens in each grade were a a basic or below-basic level. The daa were no disaggregaed for sudens wih disabiliies. No- and Low-Tech Wriing Assisive Technology. Many low-ech assisive echnologies exis o suppor sudens wih wriing (see Table 5.4, page 141). For example, pencil grips and adapive pens can help sudens wih handwriing issues. Teachers can also use raised lined paper (a suden can feel he lines of he paper), whieboards, gel boards, and even shaving cream. Ouside of he echnical elemens, no- and low-ech sraegies can assis wih he wriing process. Advanced organizers such as procedural faciliaors, graphic organizers, concep maps, and hink shees have a srong research base in erms of helping sudens wih and wihou disabiliies plan and organize heir wriing (Engler, Zhao, Dunsmore, Collings, & Wolbers, 2007). Wheher using he advanced organizer based acronym POWER planning, organizing, wriing, ediing, and revising (Mariage, Engler, & Garmon, 2000) or he hamburger paragraph organizer in which he op bun serves as a opic or main senence; he mea, leuce, and omao funcion as supporing senences; and he boom bun is a concluding senence (Mariage & Bouck, 2004) hese ools help sudens o srucure heir wriing for improvemen in qualiy and quaniy. Mid- and High-Tech Wriing Assisive Technology. A number of mid-ech and highech echnologies exis o suppor he wriing process as well as he echnical componens of handwriing and spelling. For he prewriing porion of he wriing process, planning and organizing, sudens can use compuer-based concep mapping programs, such as he for-purchase Inspiraion and Kidspiraion (Inspiraion Sofware, 2012a, 2012b) or he free opions CmapTools (Insiue for Human & Machine Cogniion, n.d.) and Visual Undersanding Environmen (Tufs Universiy, 2008). Compuerbased concep maps are similar o paper-based concep maps, alhough sudens can edi more easily wih he compuer opions. In addiion, some compuer-based concep mapping programs come equipped wih picures o help sudens represen heir ideas wih images as well as words, and ohers include such buil-in assisive echnologies as ex-o-speech and speech-o-ex. When wriing or drafing, sudens can use a range of assisive echnologies, including echnology o acually ge words on he paper as well as echnology o selec correc words. Speech-o-ex also known as speech or voice recogniion is Highligher srips can serve as a low-ech assisive echnology for sudens wih reading difficulies Video Assisive Technology for School Couresy of Anne Gardner, NBCT, a hp://commoncoreconnecionusa.blogspo.com/. Chaper 5 Assisive Technology 145

12 The Pencil Grip, Inc. All righs reserved. Pencil grips can serve as a low-ech wriing-based assisive echnology o suppor sudens wih disabiliies. a compuer-based program ha ranslaes he words a user says o yped ex (Baorowicz, Missiuna, & Pollock, 2012; MacArhur, 2009). In oher words, speech-o-ex can creae Word documens, s, and oher digial documens from narraed speech raher han keysrokes. Common speech-o-ex programs are associaed wih a fee, such as Dragon NaurallySpeaking (Nuance Communicaions, 2015) for PCs or Macs. However, some free opions exis, such as Dicaion Pro (DeskShare, 2012) for Windows-based operaing sysems. Windows operaing sysems also come sandard wih Windows Speech Recogniion, which can recognize voices and ranslae narraion ino ex in differen programs (Microsof Windows, 2011). Likewise, Mac compuers wih he Mounain Lion and laer operaing sysems also come sandard wih an easy-ouse speech-o-ex program known as Dicaion (Apple, 2015). Users should noe ha using speech-o-ex programs may require raining, and ypically programs become beer a recognizing one s speech he more hey are used. Aside from speech-o-ex, word predicion is anoher compuer-based program ha suppors sudens in wriing ex. Word predicion programs predic wha word an individual is yping, based on he leers, and provide suggesions (for example, as one ypes h-o, a word predicion program migh sugges home, house, and hole) (MacArhur, 2009). A few free compuer-based word predicion programs exis, such as etype (etype, 2012) and Turbo Type (Sof Grup Consruc, 2015), which are boh compaible wih Windows-based operaing sysems. Boh free opions have drawbacks, including adverisemens and needing o reboo afer a lengh of ime. For-purchase opions include Co:Wrier 7 (Don Johnson, n.d.), which is compaible wih boh PC and Mac compuers; SoohSayer (Applied Human Facors, 2015), which is Windows based; and Typ-O (SecondGuess ApS, 2016), which works on Apple producs including Mac compuers as well as ipads and iphones. In erms of poswriing, sudens can use ex-o-speech o receive audiory feedback on heir wriing as well as spelling and grammar check programs. The ex-o-speech program NauralReader can be used o suppor a suden s ediing and revising hrough reading he ex he suden ranscribed ino he compuer. Obviously, sudens can use he buil-in spell-check programs wih heir word processing sofware, such as Microsof Word. However, oher free or for-purchase programs may provide addiional suppor. For example, Ginger Sofware (n.d.) is a spelling and grammar check program ha suggess differen words when a word is grammaically correc and spelled correcly bu ou of conex (for insance, wih I would like o mea her, Ginger would sugges I would like o mee her ). Several compuer-based programs exis o suppor he wriing process; however, having many separae programs o suppor a pupil across planning and organizing hrough ediing and revising can be overwhelming o he suden as well as he eacher. For-purchase opions do exis o suppor muliple needs, such as speech recogniion, word predicion, and grammar checking. Two such opions include Read&Wrie Gold (Texhelp, 2015) and wordq+speakq (GoQ, 2011). Read&Wrie Gold provides reading as well as wriing suppor, including word predicion, speech recogniion, ex-o-speech, and grammar assisance (for example, checking verb enses and homophones). Read&Wrie Gold is 146 Par 1 Foundaions of Special Educaion

13 , or d is po s Mahemaics D o no co py, Mahemaics can be a challenging conen area for sudens wih and wihou disabiliies, alhough individuals wih disabiliies ofen lag behind heir peers in erms of mahemaics. The challenges sudens face range from fluency wih basic facs o problem solving o fracions o algebra (Calhoon, Emerson, Flores, & Houchins, 2007). The mos recenly available NAEP mahemaics assessmen daa suppor he challenge mahemaics can pose o pupils wih disabiliies (Naional Cener for Educaion Saisics, 2016). The average score for fourh-grade sudens wihou disabiliies was 244, which was jus below proficien on he NAEP scale of basic, proficien, and advanced. The average score for fourh-grade sudens wih disabiliies was 218, which is jus above he basic level. Similar resuls were found for eighh-grade sudens: he average score for sudens wih disabiliies was 247 below he basic level and he average score for pupils wihou disabiliies was 282, which was beween basic and proficien. No- and Low-Tech Mahemaics Assisive Technology. Alhough fewer specifically developed echnology opions exis o suppor sudens wih disabiliies in mahemaics in comparison o reading and wriing, a number of echnologies are available (Edyburn, 2004). (See Table 5.4, page 141.) One of he mos common low-ech assisive echnologies for mahemaics is concree manipulaives. Concree manipulaives are ypically found in elemenary and secondary classrooms and are considered an evidence-based pracice for educaing sudens wih disabiliies. Sudens wih disabiliies successfully solved a range of mahemaics problems algebra, inegers, area and perimeer, and fracions wih concree manipulaives (Cass, Caes, Smih, & Jackson, 2003; Jordan, Miller, & Mercer, 1998; Maccini & Hughes, 2000; Maccini & Ruhl, 2000). Mid- and High-Tech Mahemaics Assisive Technology. In erms of mid-ech or high-ech assisive echnology, common opions include calculaors, virual manipulaives, anchored insrucion, and compuer-assised insrucion (Bouck & Flanagan, Video Assisive Technology for Mahemaics Chaper 5 n Assisive Technology 147 Texhelp Inc. All righs reserved. rib u e available for Windows- and Mac-based operaing sysems, for Google Apps for Educaion, and hrough an app for ipads. In addiion, one can purchase Read&Wrie Gold mobile, which conains all he sofware on a flash drive so i can be used wih any compuer raher han jus one compuer when he program is downloaded. The downloadable program wordq+speakq combines ex-o-speech and word predicion (wordq Windows and Mac compaible) wih speech-o-ex (speakq Windows compaible). No all mid-ech and high-ech assisive echnologies o suppor wriing are compuer based. Sudens can also benefi from porable word processors, alhough wih he access o Read&Wrie Gold is one example of a ex-o-speech and speech-o-ex word predicion program. oher affordable opions (for example, ables and Chromebooks), fewer porable word processor opions exis. Porable word processors are baery-powered ools ha include sandard keyboards bu smaller screens and focus on word processing feaures or produciviy ools like PowerPoin as opposed o accessing he Inerne and running separae programs. They also ofen come sandard wih oher assisive echnology feaures, such as word predicion and spell check. Examples of porable word processors include he Fore and he Fusion, boh by The Wrier Learning Sysems (see

14 isock/jimdoberman SAGE Publicaions Assisive echnology is cenral o he educaion of sudens wih disabiliies. Video Case 5.2: Using Assisive Technology in he Classroom Provide hree examples of differen ypes of assisive echnology shown in he video; describe wha he assisive echnology is doing or providing for he sudens wih a disabiliy. 2009). Research on hese areas suggess echnology benefis sudens wih disabiliies, alhough mos of he research involved pupils wih more high-incidence disabiliies like individuals wih learning disabiliies (Bouck & Flanagan, 2009; Maccini & Gagnon, 2005). Calculaors four-funcion, scienific, graphing, and online are one of he mos common accommodaions for sudens wih disabiliies on IEPs (Maccini & Gagnon, 2000, 2006). Calculaors can help sudens wih disabiliies who sruggle wih basic facs or working memory challenges when solving word problems. Virual manipulaives are similar o concree manipulaives bu available on a compuer or mobile device hrough an app. In fac, almos every concree manipulaive is also available as a virual manipulaive ha can do everyhing concree manipulaives do bu in a virual space (ha is, on a compuer or mobile device via an app). The mos well-known virual manipulaive websie is he Naional Library of Virual Manipulaives (Cannon, Dorward, Duffin, & Heal, 2004). However, oher sies, such as Illuminaions by he Naional Council of Teachers of Mahemaics (n.d.) and Ineracivae by he Shodor Educaion Foundaion (n.d.), also exis (Bouck & Flanagan, 2010). Anchored insrucion and compuer-assised insrucion (CAI) are less assisive and more insrucional echnologies ha suppor sudens wih and wihou disabiliies in mahemaics. Anchored insrucion involves an alernaive presenaion (for example, CD-ROM) of a mahemaics lesson or problems siuaed in real-world conexs. The majoriy of he work on anchored insrucion for sudens wih disabiliies is led by Brian Boge, and he research base suppors he view ha his echnology helps sudens wih disabiliies in problem solving. In conras o anchored insrucion, he majoriy of CAI for sudens wih disabiliies in mahemaics focuses more on basic facs han problem solving and is adminisered individually raher han in groups. However, he research on mahemaics-based CAI is also generally posiive (Bouck & Flanagan, 2009). Oher Academic and Funcional Performance Areas Ouside of he wo main conen areas in which sudens wih disabiliies sruggle, lieracy and mahemaics, oher conen domains and academic or funcional performance areas can be suppored hrough assisive echnology. Alhough limied, some assisive echnology exiss in he areas of science and social sudies; however, he majoriy of he assisive echnology for hese wo conen areas can be drawn from lieracy and mahemaics. Assisive echnology can also benefi he insrucion of life skills, and 148 Par 1 Foundaions of Special Educaion

15 Firs Person: WHITNEY Teaching in he Tweny-Firs-Cenury Classroom I work in a secondary life skills classroom and have obained my bachelor s degree in special educaion. I have echnology available, including a smarboard in my classroom and wo ipads o use a my discreion. Individual sudens also have a range of assisive echnology, including AAC devices. One echnology I have increasingly incorporaed ino my life skills insrucion is acually an audio recorder o provide audio promps o sudens as hey engage in life skills in he specific ools and devices exis ha can increase, mainain, or improve he capabiliies of sudens relaive o sudy skills like noe aking and organizaion. Science and Social Sudies. Alhough no exclusively, science and social sudies insrucion is ofen dominaed by exbooks and oher lieracy-based aciviies, including reading and wriing (Scruggs, Masropieri, & Okolo, 2008). Hence, many of he assisive echnologies discussed o suppor sudens wih disabiliies in reading and wriing (such as ex-o-speech and speech-o-ex) are also applicable o suppor sudens wih disabiliies in engaging he conen areas of science and social sudies. One science assisive echnology produc o noe is Science Wrier by he Cener for Applied Special Technology (2009). Science Wrier suppors secondary sudens as hey consruc science repors in erms of boh wriing and ex-o-speech so pupils can lisen o wha hey have wrien. Science Wrier is offered online a no cos. Life Skills. Assisive echnology can also help sudens learn life skills such as grocery shopping and food preparaion. One paricular caegory of assisive echnology, self-operaing promping devices, suppors sudens wih disabiliies in he acquisiion of life skills. Sudens wih inellecual disabiliy, auism specrum disorders, and oher disabiliies use such echnology (for example, picure promps, audio recorders, video ipods, or ipads) o learn life skills (Ayres, Mechling, & Sansosi, 2013; Mechling, 2007). Organizaion and Managemen Skills. Execuive funcions, such as organizaion and memory, as well as self-managemen skills, can be beneficial o sudens wih disabiliies, who ofen sruggle wih hese areas. Teachers sugges a relaionship beween such execuive funcions (for insance, meeing deadlines, following direcions, or being prepared) and academic performance (McMullen, Shippen, & Dangel, 2007). Muliple low-ech hrough high-ech opions exis o suppor sudens wih disabiliies in organizaion and self-managemen. Sudens can use common echnologies such as audio recorders and oher handheld devices (smarphones) o record reminders for hemselves or o serve as an alarm. Specifically designed echnologies for hese purposes also exis, such as he WachMinder (2015), a programmable spors wach ha can se hiry alarms (for example, communiy independenly, such as grocery shopping. I found an inexpensive audio recorder is more ageappropriae and promoes independence more han picure promps. I or he sudens can record our grocery lis, and hen during our weekly ouing o he local grocery sore o purchase iems we use in he classroom, such as for cleaning, hygiene, or cooking, sudens use he audio recorders o promp hem on he lis. The audio recorders have increased my sudens independence. Whiney Barle Special Educaion Teacher Lafayee, Indiana REFERENCE Technology and Tes Accommodaions Chaper 5 Assisive Technology 149

16 is Wachminder is an assisive echnology device ha can provide promps o sudens o assis wih organizaion. rib u e WachMinder is he Regisered Trademark of Laurence D. Becker, Ph.D. sudy for es or ake medicaion ) and has sixy-five preprogrammed messages. Technology can also assis sudens wih disabiliies in noe aking. One common echnology markeed o suppor anyone wih noe aking is a Livescribe smarpen. Wih a Livescribe pen, when a suden wries on he specifically designed paper, he or she is no only aking wrien noes bu can also record he conversaions or lecures occurring. If a suden wans o go back o his or her noes, when he suden aps on a specific place on he paper, he audio will acually play from ha poin. The Livescribe pen is also only slighly larger han a ypical pen. Apps for mobile devices also exis ha offer feaures similar o hose of a Livescribe pen. Two popular noe-aking-based apps are Noabiliy by Ginger Labs (2016) and Evernoe (2016)., or d Assisive Technology and he Young Child co py, po s As previously noed, assisive echnology consideraions are mandaed for children served under IDEA. Hence, assisive echnology consideraions also apply o children from birh unil age 3 who are served via an individualized family service plan. While many of he assisive echnology devices and ools discussed in he following chapers are applicable o young children, here are some unique assisive echnology consideraions. Adapive oys and games represen one caegory of assisive echnology (Bryan & Bryan, 2003). For example, baery-operaed oys can easily be modified o work wih a swich hrough acquisiion of a copper wafer. In addiion, companies are increasingly creaing accessible or adapive oys for young children, such as riangular crayons, crayon rocks, or crayons wih knobs for beer grasping. Young children can also ake advanage of adapive uensils or oher dishes. In addiion, young children are prime candidaes for repurposing everyday echnology and iems o be assisive echnology, such as a HulaHoop o keep objecs wihin grasp or a cookie shee wih objecs affixed wih magnes. Issues Wih Assisive Technology Alhough assisive echnology offers much poenial for sudens wih disabiliies, here are challenges wih assisive echnology ha educaors need o ake ino consideraion. Despie he benefis of assisive echnology, he use of various ools and devices may sigmaize some pupils. This occurs when individuals use a echnology in a general educaion classroom ha makes hem sand ou or makes hem feel as if hey do (Paree & Scherer, 2004). For example, if a suden sruggles o read independenly bu is he only one in he class reading on a compuer, he or she may feel ha use of he echnology is sigmaizing. Avoiding sigmaizaion in he selecion of assisive echnology is imporan, as feeling differen can lead o assisive echnology abandonmen, whereby he pupil quis using he ool. Hence, when he IEP eam members consider he use of assisive echnology, i is imporan ha hey also examine he suden s ineress, aiudes, and sense of self-confidence as well as he conex in which he assisive echnology will be used. Anoher imporan issue for assisive echnology is ensuring ha all paries receive adequae raining or possess sufficien knowledge o correcly implemen he echnology. no REFERENCE Assisive Technology and Young Children o REFERENCE D Assisive Technology in Possecondary Educaion sigmaizaion: To experience undesired negaive aenion due o using assisive echnology. abandonmen: When an individual sops using an assisive echnology device. 150 Par 1 n Foundaions of Special Educaion

17 TABLE 5.7 Free Assisive Technology Examples: Sofware and Apps Sofware/Inerne-based Lieracy Mahemaics NauralReader (ex-o-speech) Naional Library of Virual Manipulaives TalkTyper (speech-o-ex) Mobile echnology apps NauralReader (ex-o-speech) Spell Beer (word predicion and ex-o-speech) MyScrip Calculaor (calculaor ha recognizes handwriing) rib u is Assisive Technology Fuure Trends D o no Assisive echnology represens an imporan componen of he educaional services received by individuals wih disabiliies. Assisive echnology benefis he sudens who need i and can help hem access and succeed in he general edu- Assisive echnology allows children o engage wih a variey caion curriculum as well as daily living skills (for example, of oys. communicaion and independen living). In addiion, assisive echnology is one aspec ha can suppor he implemenaion of universal design for learning (UDL), inroduced in Chaper 1. Assisive echnology can suppor he muliple means of engagemen and expression ha are criical for UDL. Assisive echnology also allows for he flexibiliy principle of UDL o occur in classrooms. Many assisive echnologies can be used o suppor UDL. The Cener for Applied universal design for learning (UDL): The design of curriculum maerials, Special Technology (CAST), for insance, has developed specific echnologies in supinsrucional aciviies, and evaluaion por of UDL (see For example, CAST offers procedures ha can mee he needs of he UDL Book BuilderTM, which allows educaors o creae digial or e-books o share learners wih widely varying abiliies and backgrounds. wih sudens. The digial books developed hrough his program can be embedded Chaper 5 n Assisive Technology 151 isockphoo.com/abalcazar co py, po s, or d The use of echnology can be overwhelming o many individuals, including sudens, eachers, relaed service providers, and parens. To help ensure successful assisive echnology implemenaion and minimize abandonmen, sudens, eachers, oher educaors, and parens need o receive raining on how o use he ool as well as how o suppor he individual in using he ool (Lee & Templeon, 2008). Some school disrics may have assisive echnology specialiss o suppor he implemenaion and raining of assisive echnology devices; however, in oher siuaions, professionals and parens may have o rely on insrucional echnologies, occupaional herapiss, or special educaion eachers for suppor and raining (Bausch, Aul, Evmenova, & Behrmann, 2008). Cos is anoher challenge wih assisive echnology, alhough cos canno explicily be a decision-making facor (Bryan & Bryan, 2003). Assisive echnology devices can run he gamu in erms of cos from free o expensive. See Table 5.7 for examples of free or low-cos assisive echnology sofware and apps. Anoher consideraion besides cos, sigmaizaion, and raining issues is o repurpose everyday echnology, such as ipads or Livescribe pens, as assisive echnology ools for sudens wih disabiliies (Bouck, Shurr e al., 2012). e MahSquared (logical hinking and reasoning)

18 TABLE 5.8 Example Apps by WATI Assisive Technology Purpose Selec Wisconsin Assisive Technology Iniiaive (WATI) Caegories Communicaion Examples of Apps Proloquo2Go (ios) Visual Scene Display (ios) Compuer access Aciviies of daily living Moor aspecs of wriing Composiion of wrien maerial Reading Mahemaics Organizaion Vision Hearing Dvorak keyboard (ios and Android) SwifKey (ios) Phoos (ios) Moves (ios) Dragon Dicaion (ios) NauralReader (ios) Bookshare s Go Read (Android) or Read2Go (ios) MyScrip Calculaor Base 10 Blocks (ios) Noabiliy Reminder (ios) WachMinder (ios) Color ID (ios) Money Reader (ios) FaceTime (ios) Sign 4 Me (ios) wih characers ha provide promps and scaffolds o aid in comprehension. The digial books are also equipped wih ex-o-speech sofware. CAST also offers wo mahemaics-based apps o suppor sudens in mahemaics reasoning: MahSquared and MahScaled (boh available for download hrough itunes). Aside from sudencenered UDL producs, CAST offers producs geared oward eachers o suppor he implemenaion of UDL in classrooms, such as he UDL Exchange and he UDL Curriculum Self-Check. In addiion o even greaer aenion o assisive echnology as a prediced fuure rend, assisive echnology ools and devices are likely o follow he rend of all echnology: mobile, personalized, smaller, and faser (Bolkan, 2012). In oher words, mobile devices such as ables like ipads and smarphones like iphones will be increasingly used as assisive echnology (see Table 5.8 for examples of apps for differen purposes of assisive echnology). Hence, sudens may increasingly use ipads and, for example, ex-o-speech, speech-o-ex, and AAC apps o paricipae in curriculum and everyday life aciviies. Wih he likely increase of mobile devices and apps o provide assisive echnology, as well as insrucional echnology, eachers and oher educaion professionals will need o become savvy consumers. In oher words, educaors need o hink criically abou apps and o validae heir educaional use, including hose used for assisive echnology purposes. Alhough a sandard rubric or model does no exis for evaluaing apps for mobile devices for all sudens, le alone sudens wih disabiliies, some opions do exis. 152 Par 1 Foundaions of Special Educaion

19 For example, he websie learninginhand.com/blog/ways-o-evaluae-educaionalapps.hml offers a variey of rubrics educaors can use o make decisions abou apps. Educaors need o hink criically abou he apps hey are using; for example, some apps are free while ohers are no. Prices can vary from $0.99 o $210. There is no necessarily a correlaion beween he cos of an app and is qualiy. Alhough he educaion and special educaion liss on itunes offer educaors one place o sar, hese liss should no be aken a face value. Nor should Inerne-based liss of apps for paricular opics in special educaion (for example, funcional life skills) be used wihou scruiny. Educaors need o read each app s descripion as well as carefully consider he reviews. Alhough apps can benefi sudens wih disabiliies, as assisive and insrucional echnologies hey can do so only if careful aenion is given o heir selecion and implemenaion, which can be ime-consuming. Technology in Educaion Muliple ypes of educaional echnology exis, including assisive echnology. Assisive Technology Assisive echnology devices are anyhing ha can benefi a suden wih a disabiliy. Assisive echnology services are services ha suppor he selecion, acquisiion, implemenaion, and mainenance of assisive echnology ools and devices. Assisive echnology can be caegorized by levels of echnology, including no-ech, low-ech, mid-ech, and high-ech. Assisive echnology can also be caegorized by purpose, such as posiioning, mobiliy, augmenaive and alernaive communicaion, compuer access, adapive oys and games, adapive environmens, and insrucional aids. Hisory and Legislaion of Assisive echnology Assisive echnology was firs included in he 1990 reauhorizaion of IDEA, alhough developmen and use of assisive echnology by sudens wih disabiliies predae is inclusion in he 1990 auhorizaion of IDEA by more han a cenury. The 1997 reauhorizaion of IDEA mandaed he consideraion of assisive echnology for all sudens wih disabiliies, including sudens wih high-incidence disabiliies. Assisive Technology Decision Making Frameworks exis o suppor assisive echnology decision making by IEP eams, including he SETT framework. Chaper in Review Wihin an IEP, assisive echnology suppors goals and shor-erm objecives as a relaed service or accommodaion. Assisive Technology Devices Muliple low-ech (highligher srips) and high-ech (ex-ospeech) assisive echnologies exis o suppor sudens in reading. Challenges wih handwriing, spelling, and he wriing process can be suppored hrough low-ech (pencil grips) and high-ech (speech-o-ex and word predicion) assisive echnology. In mahemaics, low-ech (concree manipulaives), midech (calculaors), and high-ech (virual manipulaives) echnologies all can suppor sudens wih disabiliies. Assisive echnology devices also suppor sudens in organizaion (Livescribe TM pens) as well as oher execuive funcions, such as aenion or memory (WachMinder). Assisive Technology Issues Assisive echnology abandonmen is a concern for sudens wih disabiliies. To minimize abandonmen, IEP eams need o consider he poenial sigmaizaion associaed wih use of devices or ools and ensure ha sudens, eachers, oher educaors, and parens all receive he raining o use he echnology. Assisive Technology Fuure Trends Audio Chaper Summary Assisive echnology represens one way o implemen universal design for learning in pracice. Mobile devices and heir apps are increasingly used as assisive echnology; educaors need o criically evaluae apps for heir educaional value. Chaper 5 Assisive Technology 153

20 Sudy Quesions 1. How does educaional echnology differ from assisive echnology? 5. Idenify he seven differen purposes of assisive echnology and give an example of each ype. 2. Wha is he difference beween assisive echnology devices and assisive echnology services? 3. Who provides assisive echnology services? 4. Describe he differen levels of assisive echnology and provide an example of each. Key Terms educaional echnology, 135 assisive echnology device, 136 assisive echnology service, 136 assisive echnology specialis, 136 Learning Aciviies augmenaive and alernaive communicaion (AAC), 137 prin disabiliies, 138 insrucional echnology, 140 e-ex, Search for your sae s assisive echnology program. Deermine wha assisive echnology is available hrough he lending library and wha oher resources or suppors he program offers. 2. Visi several elemenary and secondary classrooms in your area. Wha assisive echnology is being implemened o suppor sudens wih disabiliies in conen-area learning? Ask he eachers abou he perceived benefis and challenges of using he assisive echnology devices. 3. Visi he college or universiy office on your campus ha provides services o sudens wih disabiliies. Inquire abou he assisive echnology services ha are offered o sudens 6. Wha can IEP eams use o aid in assisive echnology decision making? 7. Wha can schools and school personnel do o avoid assisive echnology abandonmen? 8. Wha is he relaionship beween assisive echnology and universal design for learning? suppored e-ex, 144 sigmaizaion, 150 abandonmen, 150 universal design for learning (UDL), 151 who qualify for such services. If possible, visi he area ha provides assisive echnology and explore he echnology ha is available o help sudens wih disabiliies achieve success in he classroom. 4. Search online for he free conen-area assisive echnology menioned in his chaper. Explore he assisive echnology online or by downloading i o a compuer. Criically examine hese assisive echnology ools. Evaluae hem for ease of use, challenges wih implemenaion in a classroom, he benefis hey may provide o a suden wih a disabiliy, and if such assisive echnology could be made available o all sudens. 154 Par 1 Foundaions of Special Educaion

21 Reflecing on Sandards The following exercises were designed o help you learn o apply he Council for Excepional Children (CEC) sandards o your eaching pracice. Each of he reflecion exercises below correlaes wih knowledge or a skill wihin he CEC sandards. For he full ex of each of he relaed CEC sandards, please refer o he sandards inegraion grid locaed in Appendix B. Focus on Curricular Conen Knowledge (CEC Iniial Preparaion Sandard 3.1) Reflec on wha you learned in his chaper abou assisive echnology o suppor conen-area learning for sudens wih disabiliies. As a general or special educaion eacher, wha Assisive Technology Indusry Associaion (ATIA) info@atia.org Cener for Applied Special Technology (CAST) cas@cas.org edge.sagepub.com/gargiulo6e assisive echnology would you recommend considering or discussing a he IEP eam meeing if a suden sruggles wih handwriing? Mahemaical compuaion? Decoding words? Or saying organized and on ask? Focus on Insrucional Planning and Sraegies (CEC Iniial Preparaion Sandard 5.2) Reflec on how you use echnology o suppor your own learning or daily living aciviies. How does using he echnology make you feel? Does i allow you o complee your work or aciviies faser or easier? Wha if you were no allowed o use such echnology how would ha impac your learning or daily life aciviies? Organizaions Concerned Wih Assisive Technology Rehabiliaion Engineering and Assisive Technology Sociey of Norh America (RESNA) Technology and Media Division (TAM), Council for Excepional Children (CEC) conacus@amcec.org Sharpen your skills wih SAGE edge a edge.sagepub.com/gargiulo6e. SAGE edge for sudens provides a personalized approach o help you accomplish your coursework goals in an easy-o-use learning environmen. Chaper 5 Assisive Technology 155

22 e rib u is, or d po s co py, no o D

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