1. R O B W E I S E L
G E O R G I A S O U T H E R N U N I V E R S I T Y
F A L L 2 0 1 3
I T E C 7 5 3 0
Assistive Technology:
Uses for Working with
Special Needs Students

2. Common Types of Special Needs
 ADHD (Attention Deficit, Hyperactivity Disorder)
 Attention problems, hyperactivity, and impulsive behavior
 Dyslexia
 LD characterized by impaired reading cognition
 Auditory Disabilities
 Can range from deafness to auditory processing disabilities
 Disorders along the Autism spectrum
 Range from mild to severe, characterized by social
awkwardness, communication issues, or repetitive behavior

3. Assistive Technology
 What is it?
 Any item, device or program used to aid, increase or maintain
the functioning and learning abilities of a child with
disabilities.
 Who determines what technology is used?
 The child’s IEP team, consisting of the parents, teachers
(classroom and special education), and other school staff, like
school psychologist, counselor, or specific therapist.

4. Dyslexia Classroom Tools
 Record instructions or lectures for playback later
 Livescribe smartpen records lectures for review later
 Reading rulers and colored overlays
 Helps block out unnecessary stimuli and information when
reading
 Provide lecture/slideshow printouts
 Helps students with difficulty taking notes follow along with
information
 Allow students to type notes with predictive text
word processors
 Eases difficulty/stress over handwriting notes and spelling

5. ADHD Classroom Tools
 Location of seating
 Centrally located away from distractions like windows and
doors
 Near positive role model students
 Break up assignments into smaller segments
 Avoids boredom/attention loss
 Interactive lesson plans / classroom activities
 Encourages student involvement
 Provide extra time for test taking

6. Other Accommodations
 Word processors
 Predictive text word processors aid in note taking
 Screen magnifiers
 For visual impairments
 Speech to text software
 Note-taking aid

7. Conclusions
 Assistive technology is not just for special education
teachers / classrooms
 It is important for teachers to identify and institute
protocols to best support and enhance individual
abilities and needs.
 After identification of individual needs, assistive
technology should level the playing field for students
with learning disabilities in the classroom

8. Resources
 http://nichcy.org/
 National Dissemination Center for Children with Disabilities
 http://www.wrightslaw.com/
 Special education advocacy
 http://www.additudemag.com/topic/adhd-learning-
disabilities/adhd-teachers.html
 ADD/ADHD teacher resources
 http://www.kidshealth.org/parent/positive/learning/iep.html
 http://en.wikipedia.org/wiki/Assistive_technology
 http://www.ldonline.org/article/8088
 http://uts.cc.utexas.edu/~wilbur/access/assistive.html
 http://www.ericdigests.org/2003-1/assistive.htm
 http://www.asha.org/public/hearing/treatment/assist_tech.htm
 http://www.gpat.org/Georgia-Project-for-Assistive-
Technology/Pages/default.aspx