RUNNING HEAD: ASSISTIVE TECHNOLOGY

Assistive Technology
Amanda R. Silebi
EEX 4070

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Assistive Technology
1. Name at least three items that could be considered AT and describe how those
devices could support a student with a disability in the classroom.
There are various forms of assistive technology devises that can be used to support
students with a disability in the classroom. Specialized writing tools are a form of
assistive technology. Specialized writing tools are used to develop gross-motor and finemotor skills. These tools reduce the frustration students may experience while writing.
Specialized writing tools also support students with a disability through increasing their
writing speed and movement. Examples of specialized writing tools include pencil grips
and enlarged pencils. Another assistive technology tool is tape recorders. Students may
use these devices to record and play back information from the classroom lectures or
activities. Tape recorders also support students with a disability through providing
students with a tool that they can use to listen to books or dictate writing assignments
instead of using pencil and paper. A portable keyboard is another form of assistive
technology that supports students with a disability. Students use portable keyboards as a
lightweight word processor that can be used for writing notes and completing
assignments. These devices may also be connected to a printer so that students are able to
submit the assignments.
2. Explain two reasons why it is necessary to consider AT for students with
disabilities.
It is necessary to consider assistive technology for students with disabilities to ensure
students success and educational benefits. Assistive technology should be considered for
all students with disabilities so that they will not struggle academically. It is necessary to
consider assistive technology for students to utilize so that they are able to communicate,

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perform academic tasks, participate in social and extracurricular activities, move or travel
around the school, use proper seating and positioning, and access materials. Additionally,
all students have the right to a free appropriate public education (FAPE). The law states
that assistive technology must be considered for any child with an IEP. Through
providing students with exceptionalities with the opportunity to use assistive technology,
they will be able to receive a free appropriate public education.
3. Why is it important to consider both AT devices and services?
It is important to consider both assistive technology devices and services are critical to
students success and necessary if the student is to benefit educationally. Assistive
technology devices are any item, piece of equipment, or product system, that is used to
increase, maintain, or improve the functional capabilities of a child and specifically
excludes a medical device that is surgically implanted or replacement of such device.
Assistive technology services are any service that directly assists a child with a disability
in the selection, acquisition, or use of an assistive technology device. Success for a
student is dependent on having access to an appropriate device, and having the support
and services necessary to use the device efficiently. Assistive technology devices and
services go hand-in-hand because success for a student is dependent not only on having
access to a device but also on having support and services needed to use it effectively.
4. Describe three responsibilities of the Implementation Team.
The Implementation Team is responsible for developing a plan that assists in guiding the
assistive technology implementation. The Implementation Team is also responsible for
ensuring that activities related to assistive technologies are completed. Through the
development of the plan, the Implementation Team is responsible to establish what

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assistive technology devices and services will be used. Once this has been established,
the Implementation Team will evaluate how the assistive technology will be used across
home, school, and community environments. The Implementation Team will also
establish how the student, teachers, and parents will be trained on the assistive
technology. Lastly, the Implementation Team will decide how the assistive technology
will be monitored and evaluated.
5. List three outcomes the Implementation Team can determine by evaluating a
student's assistive technology.
Once the assistive technology has been implemented, the Implementation Team
reconvenes to evaluate the students assistive technology. The team will evaluate the
effectiveness of the assistive technology. If the assistive technology device or services are
working, the team will make a decision on whether to purchase the devise. If the assistive
technology is not working, the team will determine the reasons behind the poor results;
whether is it due to inadequate training or a mismatch between the student and the device.
The team will then problem solve to find an appropriate assistive technology to meet the
needs of the student. Once the assistive technology has been established and has been
proven beneficial, the Implementation Team will continue to monitor to determine
whether the assistive technology is used routinely, intermittently, or has been abandoned.
6. Imagine you are a seventh-grade general education language arts teacher and a
student in your class has an upcoming IEP meeting. What types of information
should you gather ahead of time to contribute to the discussion of the student's AT
needs? Name at least four.
Gathering data ahead of an IEP meeting that contributes to the discussion of the students

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assistive technology needs is beneficial to all stakeholders and the evaluation of the
assistive technology. One piece of data that is beneficial to gather ahead of time is a
simple ten-item quiz on the subject being taught in class. The child would preform the
quiz under two conditions. In one, the student would complete the quiz without the
assistive technology, typically performing low. Then the student would complete a similar
set of ten-item quiz while utilizing the assistive technology. The difference between the
two graphs is the data beneficial to the IEP meeting. These include duration, time, skill,
how many steps in that task we can complete, and the number that we are going to count.
Once the data has been collected, it will be graphed and evaluated on whether or not the
student is making progress. There are other pieces of information that should be collected
for the IEP team meeting. Including the students level of functioning, strengths, areas of
need, strategies and accommodations that have been tried/successful/otherwise, and the
use of assistive technology and services.
7. During the meeting suggested in the example above, the IEP team recommends
AT for the student. As a general education teacher, describe your role in the AT
implementation and evaluation processes.
The role of the general education teacher in the assistive technology implementation and
evaluation processes is critical to student success. While implementing the assistive
technology, the general education teacher should understand the student needs; know the
students strengths and weaknesses. The general education teacher role entails
encouragement to use the assistive technology; learn how to use the students assistive
technology device, incorporate it into the regular school day, and make time for students
to become familiar with the equipment. The general education teacher also plays a role in

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collaborating and communicating; they should seek support from knowledgeable