Teachers know that in
every classroom, there is a wide range of abilities, disabilities, and learning
styles among students. As many schools embrace the full inclusion model, many
teachers feel overwhelmed by what is required to meet each individual’s unique
designing instruction for our students, it is our responsibility to teach the
prescribed curriculum. It is important to remember to focus on the ABILITIES of
our students, and build on them. For many of our students, providing opportunities
for success fuels student motivation and interest. This should not be confused
with making tasks “easier”, but rather focusing on strengths, and providing
opportunities for students to showcase them.
Technology (AT) may initially seem overwhelming, but the overall intent of AT is to
level the playing field for students with disabilities with their non-disabled
peers, and allow for access not only to the curriculum, but social interaction
and leisure activities as well. Assistive technology ranges from low-tech
(think pencil grips) to high-tech (think
iPad), but all AT builds on individual strengths of the student, and if
documented in the Indivdualized Education Plan (IEP), is required by the
student to perform.
site seeks to provide a starting point for teachers and related service
providers who have students who use digital applications and devices as their Assistive Technology.
Assistive technology service
The term 'assistive technology service means any service that directly assists a child with a disability in the selection, or use of an assistive technology device. Such term includes...
(A) the evaluation of the needs of such child, including a functional evaluation of the child in the customary environment
(B) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child;
(C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
(D) coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
(E) training or technical assistance for such child, or, where appropriate, the family of such child; and
(F) training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child.