Many children with disabilities have difficulties with reading, writing, and math. Some children have problems with vision, hearing, listening and/or communicating. Others have physical, mobility, and motor problems. For students with disabilities, assistive technology can give access to learning opportunities previously closed to them. Technology is not always just for students with disabilities; it can be used to help any student with motivation, academic skills, and social development.
Lewis (1993) suggested using the ABC model of technology when integrating technology into everyday classroom experiences (Male, 2003):
Augment abilities (use a speech synthesizer or magnifier).
Bypass disabilities (use switches, voice command, email, etc.).
Compensate for disabilities (use talking word processors, grammar or spell checker, mapping or networking ideas, etc.).
The various types of technology available to students allow for multiple academic and learning needs. Technology also leaves more room for creativity and highlighting a students depth and breadth of knowledge in a unique way. Watch as one teacher uses technology, including SMARTboards, in her classroom....
Lewis (1993) suggested using the ABC model of technology when integrating technology into everyday classroom experiences (Male, 2003):
Augment abilities (use a speech synthesizer or magnifier).
Bypass disabilities (use switches, voice command, email, etc.).
Compensate for disabilities (use talking word processors, grammar or spell checker, mapping or networking ideas, etc.).
The various types of technology available to students allow for multiple academic and learning needs. Technology also leaves more room for creativity and highlighting a students depth and breadth of knowledge in a unique way. Watch as one teacher uses technology, including SMARTboards, in her classroom....
Because dollars are limited, versatility and flexibility are essential when selecting technology for the classroom. Male (2003) offers two suggestions to teachers when deciding to use a software program:
1. Try to think of as many ways as possible to use one flexible piece of software
2. Think of ways of using different pieces of software that approach the same skills from different models or styles of presentation.
1. Try to think of as many ways as possible to use one flexible piece of software
2. Think of ways of using different pieces of software that approach the same skills from different models or styles of presentation.