Technology can open doors and break down barriers for children, youth, and adults with disabilities. Whether in the classroom or workplace, assistive technology (including devices, software, recordings, and much more) can increase, maintain, or improve the capabilities of individuals with disabilities. Also, technology that is used by everyone, such as spell check, can be particularly helpful to people with learning disabilities. Here we explore new developments in technology that can accommodate people with learning disabilities.
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With the range and variety of commercial software products on the shelves today, how can an educator or parent choose a program that will most benefit a particular student? Where are product reviews that can inform the decision?
An expert shares her observations of a dyslexic student struggling to learn at school. Also included are numerous proven examples of differentiated instruction and accommodations that can help a student to succeed.
Summer is a great time to get organized! Students who have learning disabilities frequently struggle to keep track of their school work especially digital files. When the information is lost in their computer, they waste valuable time looking for it, sometimes have to redo it, and then can't hand it in! Read this article by the Landmark School Outreach Program for a strategy that works.
Learn the answers to frequently asked questions about accessing e-text through the National Instructional Materials Access Center (NIMAC). Find out how to obtain e-text so that LD students can get printed material in the format they need.
Teach science by having students think like scientists. Scientists ask themselves questions, develop hypotheses, and test until they learn some more. They collaborate with peers and use computer programs, diagrams, pictures, videos, and other multimedia resources. These hands-on activities help all students- and are especially helpful to students with learning disabilities.
What is the best way to engage students with learning disabilities in learning history when the curriculum requires them to think like a historian- analyzing multiple sources and evaluating media such as diary entries, images, songs, and political cartoons. This article tells you how to include them in "Doing History" without watering it down. An extensive resource list is included.
Learn ways to teach social skills so that your students can remember them when they need to use them both in and out of your classroom. This article includes the latest multimedia resources.
When should a teacher allow students to use a calculator? Here is a look at what research shows about the when a calculator should be used- and when it should not be used. A flow chart is provided to help teachers make a choice about classroom calculator use.
Do you ever want to tell the people who make assistive technology products exactly want you think? Options for communication range from calling tech support to being a beta tester. Find out how to be an influential voice in product development. Help make products serve people with learning disabilities well.
What happens after assistive technology is considered in an IEP? The National Assistive Technology Research Institute (NATRI) surveyed educators around the nation to find out. Learn from their “top ten” list of findings on the use and support of AT.
Read about the uses of assistive technology (AT) for people with learning disabilities in the workplace. The obligations of the employer and learning-disabled employee are summarized. Job Accommodation Network (JAN) can play a role in facilitating the process. Suggestions are given for commercially available and specialized devices that have an AT function. Links to additional information on AT are also provided.
IDEA 2004 mandates that supplemental services and assistive technology (AT) be provided when necessary to students who receive special education services. This article provides suggestions for how supplemental services can contribute beyond the realm of academics by helping to make activities outside the regular school day more inclusive for students with special needs.
It is important that students with disabilities consider accommodations that colleges provide, including assistive technology (AT) devices and services. This Info Brief highlights differences between the availability of AT in the K-12 environment and college setting, poses questions related to AT that students should consider when selecting a college, and offers links to resources about AT and support networks of interest to prospective college students with disabilities.
Technologies, from low to high-tech, can play a role in promoting the social and cognitive participation and growth of young children. This Info Brief presents an introduction to the role of assistive technology (AT) for young learners with disabilities. It highlights a six-step approach to AT decision making for young children and provides links to resources, including the TAM Technology Fan, for researchers and service teams.
Technologyand especially the subset of technology tools known as assistive technologycan be an effective element of the writing curriculum for students with disabilities. Assistive technology (AT) can be defined as a technology that allows someone to accomplish a critical educational or life task. Since writing is so integral to school success, AT is often indicated to assist students with disabilities. In this article, CITEd looks at how technology can support students' writing.
Evaluations are a key step in the process of linking individuals to assistive technology, yet often can be varied. This information brief provides a basic introduction to how AT tool kits aim to standardize the process of AT evaluation and to the four models of assistive technology evaluations.
How do people with dyslexia learn to use technology? Learn to solve the problems caused by dyslexia such as remembering passcodes and learning complicated tasks. Find out how to save time doing your work and find files in the computer