Assistive Technology Case Study Emily Marshall EDTC625 7/10/2012 Dr.

Michael Ruffini Recommended Hardware and Software Although assistive technology is not a cure for a learning disability, it can help level the playing field and allow students to demonstrate their knowledge despite their disability. DO-IT (Disabilities, Opportunities, Internetworking, and Technology) at the University of Washington recommends that, if at all possible, the student utilizing the assistive technology should be involved in deciding what works and what doesnt (2012). There are many types of technology that can be used to overcome specific disabilities. For example, our student with ADD and dyslexia would probably benefit from the use of a word processor with word prediction software installed. A person with dyslexia may reverse letters, mix up letters or words, or have trouble with spelling. Allowing the student to use a word processor would give them the benefit of spell check, grammar check, and the ability to adjust the size and color of the font (University of Washington DO-IT, 2012). Additionally, adding word prediction software, such as Co:Writer or WordQ, would allow the student to quickly choose words from a list of possible matches and eliminate the frustration of having to spell out each word they are trying to write. Another program we should consider is a reading system such as Kurzweil3000. Kurzweil 3000 is an assistive technology, text to speech, learning tool that supports the concept of Universal Design for Learning with a suite of powerful reading, writing, test-taking, and study skill tools that makes curriculum accessible to all students (Kurzweil Educational Systems, 2012). Although this list is far from exhaustive, it is a good start. The best approach would be to assess the unique needs of this child and use a team approach, including the student, his parents, teachers, and administrators in order to best address his specific needs (Anstice, Hobbs, & Wardell, n.d).

Integration in General Education Like all children, students with ADD and dyslexia will perform at higher levels and be happier in school if their teachers make an effort to understand them and differentiate lessons to meet their needs. When developing an individualized program for these students you should ensure that the educational program is based around three key components - classroom accommodations, behavior management and individualized academic instruction (Anstice, Hobbs, & Wardell, n.d.). Some general principals all teachers should follow to assist these students include making expectations clear at the beginning of lessons. This should include reviewing past material, state lesson objectives, review expected behavior, and state what materials are needed (Anstice, Hobbs, & Wardell, n.d). Some other general recommendations include using multi-media resources, helping students focus on assigned tasks, and helping students transition from one lesson the next. Additional recommendations for subject-specific teachers can be found at http://www.lbctnz.co.nz/sld/101-tips.html. Project Funding Funding for the hardware and software needed to help meet the needs of this student can be met in various ways. One method is through re-evaluating expenses and planned purchases in our current technology budget. It is mandatory that we provide all students with the opportunity to receive an education. Therefore, it is extremely important to ensure teachers have the technology necessary to differentiate instruction for students with special needs. Another possibility is researching and applying for grant opportunities. There are many organizations dedicated to helping schools meet the needs of students so that they can learn and grow. Grant opportunities abound through organizations like the Department of Education, websites like www.grants.gov and www.publiceducation.org/newsblast_grants.asp. Additionally, many grants are geared towards under-served communities such as schools that have a majority of students from low socio-economic communities, minorities, and students with disabilities (DOE, 2012).

Resources Anstice, J., Hobbs, M., & Wardell, D. (n.d.). ADD/ADHD/Dyslexia --- 101 Tips for Teachers/Parents. Retrieved from The Learning & Behaviour Charitable Trust website at http://www.lbctnz.co.nz/sld/101-tips.html Department of Education. (2012). Retrieved from http://www2.ed.gov/fund/grant/apply/osep/index.html Kurzweil Educational Systems. (2012). Kurzweil3000. Retrieved from http://www.kurzweiledu.com/kurzweil-3000-v13-windows.html University of Washington DO-IT (Disabilities, Opportunities, Internetworking, and Technology). (2012). Working Together: Computers and People with Learning Disabilities. Retrieved from http://www.washington.edu/doit/Brochures/Technology/atpwld.html