1. 1
Running Head: Resource Manual
Jonathan Plaza
Resource Manual for Professionals
University of Miami
TAL616

2. 2
Running Head: Resource Manual
Prone Stander:
A prone stander keeps the user (in this case the child) upright which can be useful in a
classroom when children are engaging in play activities and socializing. The prone stander
consists of straps and pads that hold the feet, knees and rest of lower body in place so that it is
easier to stand upright. Standing is an alternative from sitting and the
ability to stand provides access to activities that promote typical
learning and socialization among peers. During social groups, children
are often asked to stand and engage with one another. When practicing
proper inclusion, it is important to use every resource available to
ensure that your child is benefiting from the learning opportunities
presented the same way that other children in the classroom are.
Pencil Grips:

3. 3
Running Head: Resource Manual
Pencil grips are an example of a low tech,
inexpensive devices that though seems simple, can have
great benefits for a child with fine motor deficits. Due to
their physical disability, some children are not able to
produce a proper grasp or perhaps have an alternative
grasp that makes writing a challenging task. As a therapist and teacher, you can provide physical
support to aide in the writing process but by doing this you are not using the least restrictive
intervention. The goal for any professional working with a child with a disability is to promote
independence and a simple device like this can help increase the level of confidence in a child
and make him or her more independent.
Utensil Holders:
Since reaching independence is a common goal for teachers, self help skills are very
necessary and play a big role in a school setting. Apart from being a pre-determined time to eat,
lunch also serves as an opportunity to work on social skills and
interaction. A child who requires 1:1 attention to eat may not be
able to participate in the social opportunities that present
themselves during lunch. A utensil holder works as support by its
ability to attach to the child’s wrist through the use of straps
ultimately allowing the child to practice the spoon to mouth
motion necessary when eating.

4. 4
Running Head: Resource Manual
Balance Disk:
Children diagnosed with ADHD require frequent breaks
and movement. A balance disk comes in different sizes and
shapes that allow a child to sit while engaging in constant
movement. It is distracting to other students to have a child
stand up and in constant movement around the classroom.
With a balance disk the child can receive that needed input
while remaining in their seat which ultimately increases their attention to the material being
presented.
Large print keyboards:
Large print keyboards are most beneficial for children displaying deficits related to
vision. This is relevant to a classroom setting considering that nowadays there are so many
interactive computer-based teaching programs that children engage in as part of a classroom
activity. By being able to type
independently, a child will be able to stay on
task and up to par with his or her peers.
Voice adapted book readers:

5. 5
Running Head: Resource Manual
A visually impaired can benefit from listening to books and exercising his auditory
ability. Reading assignments can be made possible through the use of devices such as this one.
This technology is great for a setting where a teacher is not present to read aloud. Adaptive
reading technology also makes studying from a book possible.
Talking computers:
Similar to voice adapted book reader, this software provides explicit auditory directions
related to academic material. The manipulation of the system is possible through the click of a
mouse therefore ability to produce fine motor functions are necessary.
Weighted Vests:
This is very helpful for children with sensory deficits that require frequent input and
stimulation. Sensory processing difficulties are often seen in children with Autism. Similar to a
child with ADHD, sensory deficits are marked by constant
movement in search for input. A weighted vest provides
support needed in sensory seeking children making it more
likely for them to be compliant and attentive in a classroom
setting.
Visual Schedules:

6. 6
Running Head: Resource Manual
Visual schedules are low tech assistive devices that provide support for children with
auditory processing deficits and children with intellectual
disabilities. A visual schedule can be helpful for a child
with hearing impairments as he is visually able to
identified that upcoming tasks and reinforcement tied to
that specific task considering that the criteria is met. Visual
schedules can be used to manage behaviors creating a
better learning environment for that child and his or her peers.
Sound reducing headphone:
Children with auditory sensitivities may have a difficult time sitting in a classroom where
frequent noise is a norm. Sound reducing headphones can allow a child to feel comfortable in a
classroom so that exclusion to a more isolated place is not needed.
Typ-O:
IPAD’s have become a very popular device among children making assistive software
accessible and fun. There are many applications for children with disabilities. This application
provides support for children with learning disabilities such Dyslexia. The application predicts
words that are typed incorrectly and provides the proper
spelling highlighting the mistake made which creates learning
opportunity that can be useful in and out of the classroom
setting.
Writing-PAD:

7. 7
Running Head: Resource Manual
Writing-PAD is another software made for children with difficulties in handwriting. This
application allows a child to write letters in their own way and once the device predicts the letter
the child is attempting to write, it provides a dotted prompted for the child to trace. During
handwriting assignments where group instruction is needed and 1:1 hand over hand prompting is
not possible, a teacher could allow the child to access the application via IPAD and participate
with the rest of his or her peers. When 1:1 is possible, the teacher can go back and work on the
tracing that the app provides so that the child learns the proper motion necessary in letter
formation.
Voice Amplifiers:
Voice amplifiers are useful for children
with hearing impairments. A self explanatory
device that helps children hear and understand
instruction provided by the teacher. The ability to
hear instructions clearly plays a big role in
compliance and behavior management.
FM System:
Similar to voice amplifiers but instead an FM
system amplifies the sound throughout the classroom.
An FM system is commonly found in classrooms
with children who have hearing impairments. This
technology not only makes teacher instruction more

8. 8
Running Head: Resource Manual
clear, but it also amplifies sounds around the environment and makes interaction with peers
easier.
PECS Communication Board:
Perhaps my favorite assistive device, PECS provides support for children displaying
deficits in speech. Similar to picture
communication cards, the PECS system allows a
child to request by selecting pictures however it
allows children to generate sentences rather than
simply selecting a picture of the desired item.
When the child generates the sentence using the
board, the system reads the sentence out loud
providing an opportunity for the child to emit the appropriate way of requesting things. This is
considered high tech but extremely effective.
Talk and GO:

9. 9
Running Head: Resource Manual
The same concept as the PECS system but instead this is a software that teachers and
parents can download to their phones of IPAD’s and use in settings where taking a big
communication board is less convenient. The pros of this application are that it makes PECS
communication system more portable; however, it is not as individualized as the PECS boards.
That being said, this application can be useful in play grounds and field trips where carrying an
IPAD or Iphone is more convenient.
Portable Token Boards:
Often used in ABA settings, portable token boards serve the same purpose as a classroom
token economy with the only difference being that the child can use this in different settings.
Token boards are often used for managing classroom behavior but once outside of the classroom,
the token board’s losses efficacy. Portable token boards provide a visual at all times so that
children are aware of what they are working while outside the classroom (lunch, P.E, Art).
Though they are considered visual schedules,
they serve a different purpose. Visual
schedules are often used for task analysis
while token boards are used for behavior
modification. This is most useful in children
with intellectual disabilities but can also help
typical and atypical children with their
behavior.

10. 10
Running Head: Resource Manual
Big Key Keyboards:
Keyboards with big keys are often beneficial for
high functioning children with fine motor deficits. The
big keys allow children to be more independent without
the need of frequent physical guidance. This resource is
effective in because it helps children practice written language and the skills gained from typing
can be generalized over to word and sentence formation.
Spell Checkers:
For children affected by learning disabilities like dyslexia, spell checkers can be useful in
promoting appropriate formation of words. This software is beneficial for higher functioning individuals
but can be also be used in a classroom setting with 5 year olds when working on independent writing
assignments. The spell checker can provide immediate feedback and also provides the appropriate
spelling of the desired word without the need of prompting from the teacher. This software is effective
because it gives children independence skills and creates opportunities for children to re-direct and
correct themselves.
Tape Recorders:
Although it may seem as a basic tool, tape recorders are not frequently used in classrooms with
early learners. A child with difficulties in reading can benefit from recorded stories and recorded
directions. When working on comprehension, listening to a story can

11. 11
Running Head: Resource Manual
make a connection that will was not made through print especially in the case of struggling readers and
children with learning disabilities.
Therapeutic Ball
A therapeutic ball can provide a child with constant input; this is necessary for children with
sensory malfunctions who require frequent sensory breaks in order to remain on task. A therapeutic ball
can substitute a classroom chair increasing the probability of that child remaining on task instead of
getting up and wandering in search for sensory input. Occupational therapists can also use this resource

12. 12
Running Head: Resource Manual
for children with low muscle tone in order to increase core strength.
Face Mouse
Face mouse is a type of software that turns a
webcam into a mouse allowing the child to control
the mouse using eye gave and head nods. For

13. 13
Running Head: Resource Manual
children with developmental disabilities and limited mobility, a Face Mouse can prove the support needs
for children with the inability to produces motion due to deficits in their motor development. Similar to
computers that are controlled by eye gaze, this software is applicable to all computers and allows
professionals to include their physically limited children in social technology based activities ultimately
promoting social skills.
Long Loop Easy Cut
Commonly used in classrooms with early learners, modified
scissors can be beneficial for children with disabilities who have trouble
with fine motor tasks. The use of this resource not only helps with
inclusion in group activities but it also works on fine motor skills that
translate over to other daily living skill acitivities.
Magnifying Glass:
A magnifying glass is easy to use, portable, and aids children who are visually impaired. Though
there are other tools for visually impaired children, a
magnifying glass can help in reading when electronic
software’s are not able to enhance print from books.
Ideally you would want children to have glasses;
however, there are many cases of children in
classrooms who require support but do not have any.
One Finger Spacer:

14. 14
Running Head: Resource Manual
Proper handwriting requires cognitive skills as well as motor skills. Spacing when performing
handwriting tasks is a difficult concept for children and this low tech
device is beneficial for typical and atypical children.
Bibliography
8 Helpful Assistive Technology Tools For Your Classroom (TeachThought). Retrieved from
http://www.teachthought.com/technology/8-helpful-assistive-technology-tools-for-your-
classroom/
Assistive Technology Products and Special Ed Curriculum for Persons with Disabilities.
Retrieved from http://www.ablenetinc.com/
Easels and Slantboards (Fun and Function RSS). Retrieved from
http://funandfunction.com/write-and-more/easels-and-slantboards.html