The table below summarizes some strategies for using assistive and instructional technology for students with special needs.
| Target Groups | Sample Technology Integration Strategies | Sample Resources and Activities |
| Students with mild and moderate to severe disabilities |
For individuals with mild cognitive disabilities:
For individuals with moderate to severe cognitive disabilities:
|
WizCom's Quicktionary Reading Pen Don Johnston's Co: Writer and Write: OutLoud Dragon Talk's Dragon Naturally Speaking Freedom Scientific's WYNN word processing software AbleNet, Inc. Attainment Company |
| Students with physical disabilities |
Provide alternative methods of accessing keyboard, mouse, and/or monitor. Determine the best placement of adaptive technologies, and provide training to ensure the student is able to operate it independently. Monitor function to ensure maximum level of participation is obtained without undue physical demands. |
AbleNet, Inc. Adaptivation, Inc. Enabling devices http://www.enablingdevices.com lntellitools ORCCA technology |
| Students with sensory disabilities | For individuals who are blind:
|
VisionCue Dolphin Computer Access, LLC Freedom Scientific Blind/Low Vision Group TeleSensory AudioEnhancement |
| At-risk students |
Locate software and websites that provide powerful and motivating opportunities to engage in learning activities. Utilize electronic quizzes and other instructional materials that provide immediate feedback on performance. |
BrainPop Don Johnston, Inc. Tom Snyder, Inc. |
| Students with gifts and talents |
Locate starting point web pages to launch them into content with appropriate challenges. Provide tools for engaging in self-directed research Provide tools such as multimedia presentations, web page design, and electronic portfolios to document learning experiences. |
Duke TIP program Hoagies' Gifted Education Page |
© ______ 2010, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
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