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Removing Barriers with Assistive Technology

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Teaching 2gether

on 22 October 2014

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Transcript of Removing Barriers with Assistive Technology

4. Verbal &

1. Individual
Copies & Materials

6. Timers
2. Participation
& Focus

3. Graphic Organizers & Modified Academic Materials
Assistive Technology

Can be
high tech OR low-tech
(or no tech!)
are tools created to
provide access to the curriculum
help to implement
accommodations and modifications
change the
manner or setting
in which information is presented OR the
manner in which students respond

systematic implementation
of goals
explicit information
to student (and adults) in regards to expectations and strategies
are designed with the student's
learning style
in mind
hold teachers
for student goals
encourage and develop


5. Personal
Schedules &

Kinesthetic connection
Closer view/visual tracking needs
Concretize thinking
Help in sharing
Opportunity for extension and higher order thinking

WHY individual copies
and materials?
technology for photographing or recording notes
WHY Participation
and focus tools?
Maintain connection to lesson or discussion
Support self-regulation
Kinesthetic connection
Provide language
Prioritize specific learning goal (i.e. staying on task)
Help with recall and retention
Provide students with duplicate and supporting material that matches the whole class model and teacher presentation
Provide students with visual or kinesthetic support to help focus on a particular skill or concept
Tools that use visual structures to express knowledge, concepts, thoughts, or ideas, and the relationships between them.

Provide students with cues for 
behavior, language and learning
Provide predictability and a sense of control
Help students to pace themselves or divide longer work into more manageable chunks.
WHY Graphic Organizers and modified materials?

Visual clarity
Concretize thinking
Compare and contrast
Allow for linear OR non-linear thinking
Can be individualized for learning style

WHY verbal & Visual Prompts?
Support verbal participation
Useful for students with social and language-based disabilities
Conversational support
Social-emotional support
Help with recall
Hold students accountable for participation
Help second language learners

WHY sCHedules
& checklists?
Useful for students with ADHD and Spectrum disorders
Preview of content
Non-verbal directives
Break down multi-step tasks
Provide ownership and sense of control

WHY Timers?
Provide extended or reduced time
Structure student worktime
Allow for breaks
Opportunities for self-monitoring
Workload modification

individual copies of anchor charts
for note-taking
highlighted texts
key concept cards
class lists
participation cards/tickets
focus and key word cards
flow charts
mnemonic reminders
modified versions of assignments
sequence charts
sentence starters or "turn and talk" starters
accountable talk charts/lists
behavior prompts
step by step directions for individual work
differentiated checklists
notebook/planner checklists
station checklists
bookmark checklists
phone timers
sand timers
visual timers
kitchen timers
online timers
Consider these
6 types
of adaptive tools...
Making Accommodations with
Assistive Technology

Let's take a
closer look
And remember...
The ultimate goal for these tools is to
fade out
adult support and allow the student to complete a task
Prezi created by
What might be the goal for a student using this material?

This teacher probably created this material for the student to:

a) create a comic book
b) have a visual reminder of each daily mini-lesson in writing a how-to book.
c) have a checklist of what to bring to his or her desk
d) color in the empty boxes
Quick Quiz 1

This student's short term goal might have been (choose any that apply):

a) Use word bank to engage in lesson while taking notes on key words and concepts.
b) Have something kinesthetic to do with hands during a lesson.
c) Work on an independent assignment in smaller chunks.
d) Use verbs correctly 80% of the time.
Quick Quiz 2

In this Social Studies assignment 5th grade students were asked to write brief journal entries, from the point of view of New Amsterdam director generals, related to specific historical or life events. Which type of learner might benefit from the emoticons on this modified graphic organizer?

a) A student with ADHD
b) A student with Dyslexia.
c) A student with Autism
d) A student with Sensory Processing Disorder
Quick Quiz 3

When is the
time to introduce a verbal or visual prompt?

a) Before an important lesson
b) When a difficult behavior is in process.
c) When a student is at lunch with friends.
d) After a difficult lesson.
Quick Quiz 4

How might you adapt this whole-class checklist to support a student with writing skills far below grade level, and who is easily overwhelmed by writing assignments? (check all that apply)

a) Highlight a few key items on the list
b) Cut the list into shorter pieces and work on each section individually.
c) Duplicate the list and place it in the student's homework binder
d) Email the list to the student's parents
Quick Quiz 5

A teacher introduces a timer to a high school student to help her attend to work for short bursts of time. However, instead of focusing on the work, she spends the whole time looking at the timer. What is the problem?

a) The timer is too big.
b) The timer is too small.
c) The timer may not be the appropriate tool to help this student stay on task.
d) The student doesn't know how to use a timer.
Quick Quiz 6
Often the
first tool
we create is
not the best tool
If it doesn't work the first time, look at what went wrong.
Refine it and try again
TeacHer Tip
The student should have input into how tools are designed and implemented. This helps to build
multi-media checklists
Full transcript