Assistive Technologies for Intervention (Low Incidence (Visual Impairment…
Assistive Technologies for Intervention
By Yang Chen
The Talklight - it's light flashes according to noise in the room. Can help students settle down or transition to another activity.
Reminder Devices-simple vibrations or other observable signals that remind students of their focus behavior.
Online Funmaths Game Websites - arcade game that can be used as a positive reinforcement, allowing students to work on positive behaviors.
Multi-sensory Integrated Technology Programs
- offer complete sensory cues, prompts, and lessons for social and emotional engagement.
Vision Boards- allow students to visually keep track of goals and reminders for appropriate behavior.
The classroom calming corner
Other Health Impairments by Dennis Walker
High-Tech: Noise-canceling headphones -- the external stimuli in a classroom environment is one of the primary reasons that kids with ADHD struggle to maintain focus; providing them with headphones, especially noise canceling headphones, has shown improved focus during work time
Mid-Tech: Daily Checklists that are personalized using Google Classroom. Students with ADHD who are able to have their work broken down into chunks and personalized in instructional delivery may have a clearer understanding of how to stay on target with assignments
Low-Tech: Fidget Spinner
-- Having a "fidget" , or something that students can engage their nervous energy on without losing focus on class instruction, may be a useful outlet for unconscious nervous urges. Fidget spinners are an excellent, cost effective, and flat out cool low-tech option for kids with ADHD
Speech and Language Impairment (Kinsey)
ACC for high functioning speech and language impairments (See "Accommodations" on "Assistance" web
) These students are
Specific examples include:
Synthesized speech devices: student can hear words being read to them using technology or caregiver, or they can type/ write something to be read aloud by technology/caregiver. (Cennamo et. al., 2010)
Students can either type/write response if they have a speech disorder (if expected answer is verbal), or students can speak the answer to computer or caregiver (if expected answer is written/typed).
Editor technology: allowing students extra editing help either from technology/teacher/peer before turning in work. (This may be more relevant for older students).
Abbreviation Expansion: allowing students to have a shortened language of writing to configure words/sentences (Cennamo et. al., 2010)
Dyslexia by Ekaterina Chemerkina
Adaptive Paper (graph, special spacing or texture) for better writing .
Students with dyslexia may need specialized instruction
and special arrangements for tests. extra time for tests, homework, and taking notes in class.
Using a ruler to help kids read in a straight line, which can help keep them focused.
Visual boards with written instructions and expectations.
Placing the child at the front seat of the class
to give the best possible chance of learning and concentration.
Meet with parents on a regular basis to provide consistent support at school and home.
Apps that can make
fun by turning decoding into a game
Speech to text app. Dictation is a great tool for teaching spelling
Typing on a computer or tablet instead of
Epic, Tumble Books - these are good reading apps , it can help kids learn to read and practice
Text to Speech is one of Read&Write's most popular software tools. Hearing on-screen text read aloud instantly, in conjunction with dual highlighting, helps students and those in the workplace by offering a simpler means of
Noise-canceling headphones is a great way to focus on studying or writing a term paper because they can block out background noise.
is easier to type instead of writing
. Listening to audio books as an alternative to reading
ASP low-tech/mid-tech/high-tech By Hu Yiyuan
Loud Telephone Ringer Light Box. ...
Flasher for catching attention
Vibrating Chime Receiver with Push Button Transmitter
A microphone, headphones, wires, a receiver.
A ‘hearing buddy’ - a classroom friend (or a one-on-one Instructional Assistant), who can repeat any information that a child with hearing problems may have missed.
Makaton is a simplified form of sign language, incorporating symbols and gestures, and is normally used with children with additional needs.
Don’t turn away from the class while talking, ensure that the child has understood every task or instruction.
Placing the child right at the front of the class to give the best possible chance of learning as hearing technologies only have an optimal range of one to three metres.
Visual boards with written instructions and expectations.
Meet with parents regularly to provide consistent support both at school and home.
Keep unnecessary noise to a minimum (by shutting the classroom door or windows) when necessary.
An audio Induction Loop
system is a microphone, an amplifier and a cable (induction loop) that circles a room or is worn around the neck and transmits the sound electromagnetically. The electromagnetic signal is picked up by the telecoil in a hearing aid, cochlear implant, or headset.
Audio-visual FM Systems
facilitate speechreading for students who are oral-deaf or hard of hearing. An example would be the Audi See which includes a microphone transmitter and a headset-camera worn by the teacher. The student has a small monitor-receiver on the desk allowing the student to hear the teacher’s voice and see the teacher’s face.
is a wireless system that transmits sound via radio waves. Being portable they are easy to take from one classroom to another or use outside school. The speaker wears a compact transmitter and a microphone, and the listener wears a portable receiver (a headphone, neck-loop, etc.).
Infrared (IR) Systems
use invisible light beams to carry sound to a personal receiver. The receiver must be in direct line of sight of the light beam from the transmitter. These systems can only be used indoors. The transmitter is placed on the TV and plugs into an electrical outlet. The user wears a headset (receiver) operated by batteries.
Personal Amplified System
is portable and can be used indoors or outdoors. It is used for one-on-one conversations or TV listening. These are also called “pocket talkers”. Example: Amplified Telephones.
Sound field systems
send the teacher’s voice from a microphone to one or more speakers positioned close to the child or mounted to a wall.
Voice to text software programs.
Orthopedic Impairments (Roberto Matos)
Low Tech Assistance
:Modified Writing aids special paper, pencil grips, and special pencil holders. Also mobility devices such as canes and crutches.
High Tech Assistance
:speech recognition software, word prediction software,alternative keyboards and mice. Also more sophisticated equipement for movement like electric wheelchair
Mid Tech Assistance
: Wheel chair, electronic speller or dictionary, adapted seating (chairs with seatbelts) and specialized exercise equipment.
Traumatic Brain Injury
by Ruairí O'Connor
Using auditory or visual cues to signal changes in the routine and giving the student advance [warning]
( A flashing light or a noise to signal when a task was to finish)(
Add filters or blue light filter on computers if a student is susceptible to epilepsy or causing eye strain or headaches. Be cause of the use of flashing images when showing videos in class as this can cause a seizure.
posting a visual chart of the daily routine. This can be a physical chart or set up online to help give access to their student parents as
Allow the student o take photographs of homework or writing to allow them more time to read it outside of class and not struggle with writing
Use of emails to allow the parents access to the school if there is an issues with the student that need to be explained ASAP ( e.g. Kakao, whats app, etc)
use of a speech app to write what is being said. To help assist with note taking.
Use of handheld devices to use as personal
Use of software i.e. speech, recognition, screen reading to help in the classrom
Low Tech assistance
Keep the environment as distraction-free as possible. To help hone their concentration as it
Provide repetition and consistency in giving information in
Classroom assistant to help with physical injuries i.e. cannot write, move, walk etc.
give space for access into the classroom and around the room
Give extra time in class to finish activities and provide assistance if possible. keep the information clear and concise.
Have consistent routines.
Use of physical objects to have available in the classroom i.e. wheelchair, cane, crutches, respiratory machine etc.
Augumentative or Alernative Communication or ACC devices (Cennamo et. al., 2010). The current top 3 ACC devices. These students are
for severe speech and language disorders
MegaBee Assisted Communication and Writing Tablet: a type of alternative keyboard where the speaker directs their eyes or fingers at which letter they want to represent and the caretaker or student can press the block to form words and sentences. (Price, n.d.).
Beamz Interactive Music System: students can make music which may give them confidence and encourage them to communicate in other ways including speech. Students don't need any musical background to use device. (Price, n.d.)
Logan ProxTalker:a non-verbal talker can make complete sentences using radio frequency identification and tags that the user can string together (Price, n.d.).
Visual Impairment (Kinsey) (Cennamo, 2010).
Large print/ computer maginification
Closed circuit television magnification (CCTM) text can be magnified and examined as it is entered into input circuit via for example a keyboard and monitor.
Optical character recognizer scanner or OCR: scans text on pages such as a textbook and then is enlarged on a monitor/screen. (Now available as mobile apps)
Braille notetaker: reads printed text/braille and formats it on lifted pins keyboard for reader to use raised braille reading skills
Descriptive video services or DVS: services available on most educational videos that describe events occurring on screen, costumes, and setting in between dialogue of characters- students can watch movies with the rest of the class wearing headphones.
Taghrid Abu Dargham
:pencil2: High Tech assistance
electronic tablet (iPad, iPod, Kindle, Samsung tablet etc.)
portable word processor
text to speech
speech to text
( Speak it! A text to speech app),Read2Go, Dragon Dictation, Notability, Talking Calculator, Virtual Manipulatives!, Draw Free for iPad
:pencil2: Low Tech assistance
Utilizing classroom accomodations (Graphic organizer, visual Schedules, Adapted Pencil (fat, skinny,triangular,golf,etc), Adaptive paper (graph,special spacing or texture,etc), Pencil grip, Post-it notes, highliters, velcro, slant board, adapted eraser, colored papers, binder clip(for turning pages), Jumbo materials, tactile ruler, Squishy balls or sensory fidgets)
Teaching assistant to observe, guide and follow-up with all the
Line Reader bar Magnifier to be able to read words easily
Stick to the classroom agreements and respect routines.
Use Clear instructions
Reinforce relations with
to promote support at home.
:pencil2: Mid Tech assistance
Big Keys keyboard to be able to recognize colors, and find keys easily
Tools which makes learning more engaging (screen magnifier, audio book, adapted cd player or music player, voice amplification,braille, wheel chair, scooter, flexible seating(bouncy ball, chairs with seat belts, wiggly butt cushions), calculators, draft builder). - Big Keys keyboard to be able to recognize colors, and find keys easily
alerting device ( like a clock, or powerpoint reminder, or sand clock) to attain achieving tasks
Earphones or headphones to prevent external disturbance and maintain focus
Hearing Impairments by Ekaterina Chemerkina
Mid Tech Assistance:
A flashing light or bell ring to signal when a task was to
Most schools have some time of overhead projector and using it can make a student that is hearing impaired more independent.
A microphone, headphones, wires, a receiver
Low Tech Assistance :
Encourage students to seat themselves toward the front of the classroom where they will have an unobstructed line of vision. ...
Visual boards with written instructions and expectations
Ensure that any background noise is minimised.
High Tech Assistance
Remote microphones to use the classroom for teacher
Speech to text (STT)
Using speech-to-text software
Hearing Assistive Technology (HAT)
High Tech assistance
Braille Sense U2 for language practice and learning as sense dictionary: it can access optional bilingual and English dictionaries and it allows sighted teachers and parents to view a student’s progress
HIMS Chat for face-to-face communication between the deaf blind person and another person through Bluetooth connection: it vibrates to alert the deaf blind person when the sighted person sends a message
Deafblind communication to interact with others: it allows these specific individuals to communicate with others their thoughts, wants, needs.
Mid Tech assistance
JAWS Home Edition Screen reader: it allows students to access the internet and includes a number of other features like access to PDF and scanned documents.
Braille is the only way they can read; also it is the fastest way to read
Low Tech assistance
Shut the classroom door to minimize unnecessary noise
Meet with parents regularly to see their progress and if there are problems
Wear eyeglasses to provide less damage of their eyes
:star: The 13 Categories of Disabilities Under IDEA
Fee computer-based word prediction programs. Predicts the word an individual is typing so she or he uses fewer keystrokes. With word prediction, word choices appear based on the first letters typed.
For writing it can support handwriting for learners to type on a computer. Can be used the standard built in spell checker who typing on a computer.
Highlighter strips- Strips of colored transparency film laminated and cut to about the width of printed text which receive support in reading through the use of picture symbols to supplement text.
4.Mobile devices-Branding camp, LCC-which stand alone speech- generating devices to speech-generating apps on a mobile device
Note taking using an audio recorder- only record aural notes.
Livescrive smartenallows students to write notes on special paper while simultaneously recording the audio.
Calculators- Includes devices that are more sophisticated require a battery power source
Requires no power source, doesn’t require much train and is lower in cost.
Record their assignments and tasks
Color-coded folders, choiceworks(provide visual schedules)
4.Communication books or boards, eye-gaze displays
picture exchange communication system
Number lines= used to support price comparison by secondary students
Also support students with price comparison in a grocery store setting
This is my flowchart for struggling students in the classroom
March Cohort 2
Authors: Yang Chen, Ekaterina Chemerkina, Ruairi O'Connor,Lidia Burdenkova, Dennis Walker, Roberto Matos, Kinsey Camelio, Taghrid Abu dargham, Ayaka Kinjo
References: (ABC order using first author's last name please!)
(n.d.). Retrieved April 3, 2020, from
Pace, W. (2015, April 9). Assistive Technology for Emotional and Behavioral Disorders. Retrieved April 3, 2020, from
by Lidia Burdenkova
Bowen, J. Classroom Interventions for Students with Traumatic Brain Injuries | BrainLine. BrainLine. Retrieved 3 April 2020, from
What Schools Need to Know About Children with Brain Injury. youtube.com. (2020). Retrieved 3 April 2020, from
Brain Injury - Project IDEAL. Project IDEAL. (2020). Retrieved 3 April 2020, from
In order to be able to teach, as far as possible, according to each child’s educational needs, it is essential to see him or her as a whole person, complete with individual strengths and weaknesses.
Noise Cancelling Headphones: Assistive Technology for Kids with ADHD. (2017, December 29). Retrieved April 2, 2020, from
Torreno, S. (n.d.). Bright Hub Education. Retrieved from
Price, (n.d.). The five best ACC devices (augumentative and alternative communication). Retrieved from
Cennamo, K., Ross, J., & Ertmer, P. (2010). Assistive technologies that support specific disorders. Wadsworth, Cengage Learning. Retrieved from
Hodge, P. Dip.spld (2000, Deember 12) (dyslexia), Retrieved April 3, from:
The Clerc Center. October 2014. Assistive Technologies for Individuals Who are Deaf or Hard of Hearing. Retrieved 3 April 2020, from
Ann Logsdon. November 02, 2019. How Are Deaf Children Supported in School? Retrieved 3 April 2020, from
Missouri Assistive Technology Advisory Council, 2013. Assistive Technology in the Classroom For Deaf and Hard of Hearing. Retrieved 3 April 2020, from
Matt Finch. 21st January 2020. How to support a child with a hearing impairment in school Retrieved 3 April 2020, from
My mindmap for struggling students
15 Assistive Technology Tools & Resources For Students With Disabilities. (2019, December 3). Retrieved from
1- Specific learning disability
(SLD) including Autism spectrum disorder (ASD) 40%%
2- Emotional disturbance 9 %
3- Intellectual disabilities 11 %
4-Speech or language impairment 20 %
1- Multiple disabilities 2%
2- traumatic brain injury 2%
3- deafness 1%
4- Orthopedic Impairments 1 %
6- Visual Impairments 4%
7- Hearing Impairments 2%
8- Other health Impairments 7%
Intellectual Disabilities by NaYoung Lee
Richard M. Gargiulo Emily C. Bouck (2017) Instructional strategies for students with mild, moderate and severe intellectual disability Retrieved April 5, 2020, from
K Malwisi - 2011,Teaching and learning conditions for students with hearing impairment in inclusive secondary schools . Retrivied 5 April 2020, from
Understanding Assistive Technology: How Do Deaf-Blind People Use Technology? (2020, January 31). Retrieved from
by Ayaka Kinjo
Yang Chen's mindmap
My personal Mindmap on Identifying and Helping
My mind map for struggling students