Selecting Assistive Technology Paper

technology tool available to students with learning disabilities is a speech synthesizer. This software enables the student to hear text on a computer screen spoken aloud. Text that is entered into the program is read aloud to the student. This allows the student to catch words that might have been left out of text that they might not have caught just by reading the text. Brain storming/mind mapping programs assist students with writing. These programs diagram the students’ ideas and displays the diagram on the computer screen. This program would be useful to students who have difficulty expressing their ideas in writing. Reading technologies that are available to students with learning disabilities includes optical character recognition systems. These systems are used in conjunction with speech synthesizers. Optical character recognition systems enables the student to input hard copy text from books, letters or worksheets directly into the computer. The text is then read aloud to the student who are then able to both hear and see the text. These systems are beneficial to students who find it difficult to read printed words and for students who better understand what they hear rather than what they read (“BOOK-9 2nd.pdf prep - ATguide4LD_419k.pdf,” n.d.). Other devices that assist with reading include reading pens and variable speech control tape recorders. These devices are more portable and can be used in various learning environments. Listening assistive technologies are also available and these devices include personal FM listening systems and tape recorders. Students who struggle with focus may benefit from the use of Personal FM listening systems. This system is used to transmit the speakers voice directly into the students ear and doing so makes the speakers voice sound stronger (“BOOK-9 2nd.pdf prep - ATguide4LD_419k.pdf,” n.d.). Organization and memorization is important to successfully learning for students of all ages. Organization and memory technologies such as personal data managers and free-form databases are useful in assisting students with organization, memory and note taking. Personal data managers are available software packages for computers or through applications on tablets and phones. These programs provide students with a place to store large amounts of information that can be easily retrieved. Students may use these programs to assist them with keeping track of homework assignments as well as test or project due dates. Free-form databases are software programs that enable students to type notes into the computer in much the same way they might write them down on a piece of paper (“BOOK-9 2nd.pdf prep - ATguide4LD_419k.pdf,” n.d.). Finally, students who struggle with math may benefit from the use of math technologies, such as talking calculators and electronic math worksheets. Talking calculators …show more content…
Selecting assistive technology should be an inclusive process. Members of the selection team may include teachers, occupational therapist, speech pathologist, physical therapists, assistive technology professional, vocational rehabilitation counselors and other IEP team members. However, it is important to the successful use of the assistive technology that students and families also be involved in the selection process. When selecting assistive technology for students the following factors should be taken into consideration. Setting specific demands/tasks and requisite abilities, Student specific characteristics/functional capabilities and limitations, technology features and student-technology match. Researchers have documented the importance of identifying the setting demands in a variety of learning environments (Bryant, Bryant, & Raskind, 1998). In order for the selection team to assess the assistive technology that best fits the students’ needs they must first gain knowledge about the student. This would include having an understanding of the tasks that students are expected to perform and what abilities are required to perform the task. The selection team would also need to have an understanding of the functional capabilities and functional limitations of the student. B.R. Bryant, Seay, & D.P. Bryant used the term functional dissonance. This term was used to describe when a student’s weaknesses do not correspond to the requisite abilities required to complete a task (Bryant et al., 1998). By identifying the assistive technology required to assist the student in overcoming the weaknesses functional dissonance can be alleviated (Bryant et al., 1998). It will be important for the selection team to consider the technological features of assistive technology, as some devices are relatively simple, whereas, others may be complex in nature. When reviewing the technological features of