Cognitive and/or Learning Disabilities

Assistive Technology
Assistive technology is any item or piece of equipment, or product system that can be modified or customized and is used to increase, maintain or improve functional capabilities of individuals with disabilities. (Kids Together, 2009) AT service is directly assisting an individual with a disability and it enables people to communicate, receive instruction, learn, play, move about, achieve, and be independent. (Kids Together, 2009)

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences
(Burgstahler, 2015, p.1)

Consists of 3 main principles:
1. Multiple means of representation, to give learners various ways of acquiring information and knowledge.

2. Multiple means of expression, to provide learners alternatives for demonstrating what they know.
3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.


Universal Design is important because it promotes supporting every child in the classroom (Chen, 2008, pp.2-3)

High and Low Hardware
Students who have cognitive or learning disabilities can benefit from augmentative and alternative communication (AAC) devices that vary from low to high technology devices or systems. These offer a type of visual representation system or support strategy.
* Low-Tech: albums, binders, dry erase boards, folders, picture cards, or other items that facilitate communication.
* Mid-Tech: overhead projectors, tape recorders, voice output communication aids (VOCAs).
* High-Tech: adaptive hardware for keyboards, computers, speciality software, VOCAs.

Software/ Apps available

• There are many specialized apps available targeted at children with cognitive disabilities, such as:
• Behavior: Angry Octopus and iReward Chart
• Social Skills: Model Me Going Places, Stories2Learn, and Look2Learn
• Music/Visual/Art: Splatter HD, Loopz, and iConverse
• Communication/Speech/Language: Tom the Talking Cat, MyTalk, and ABA Receptive Identification.
• (Apps Help Children, 2010)

Available Services
There are many services that are available to students with an intellectual disability who are educated through a variety of educational program options according to the individual needs of each student. These may include self contained programming, individual and small group in a regular or special education classroom. There are also organizations that benefit the equality and well being of a person with such a disability.
* IDEA (educational support that provides IEPs)

* The Arc (aids in transitions, community, diversity...)
* Think College (aids in research, training, and technical assistance)
* The Coleman Institute for Cognitive Disabilities (integrates advances in science, engineering, and technology to promote quality of life and independent learning.)

Communication, Curriculum Access & Skill Development

Communication: Augmentive and Alternative Communication (AAC) devices and aids are used to help facilitate communication.

Curriculum Access: The 1997 amendments to the Individuals with Disabilities Education Act (IDEA '97) stipulate that all students with disabilities must have access to the general curriculum and participate in state and district wide assessment systems intended to measure effective progress. The goal of assistive technology is to help disabled students meet the curriculum standards and benchmarks.
Jackson, R.M. (2004).

Skill Development: AT can help to assist skill development for children with cognitive/learning disabilities with the following skill categories – writing, computer access, communication, reading, learning/studying, math, recreation & leisure activities of daily living, mobility, vision, hearing, and vocational tasks.
For more information on assistive technology devices for each skill category, please visit the following website: http://www.atstar.org/atinfo/info_disabilities_cognitive.htm

What benefits are served to students by the assistive technology adaptive hardware, software and services?
Technology helps students with disabilities on many different levels. It can help them accomplish tasks like:

Technology presents the material in different forms (visually, auditorially, etc.)


Technology can improve writing and organizational skills.

Technology can enable students with learning disabilities or autism to do such things as develop a concept map for a research paper and write using grade-level vocabulary or words they otherwise wouldn't use without a computer due to poor spelling skills.

Work towards grade-level reading skills. The computer either reads the text digitally or presents it at a lower grade level for students with reading disabilities or visual impairments.

Improve note-taking skills. Many students with disabilities have difficulty taking notes in longhand because of poor spelling, writing, and/or eye-hand coordination skills.

Ultimately, assistive technology can help students master educational concepts that would otherwise have been beyond their reach. (Page, 2015, p. 1)

What is augmentative and alternative communication and what is its purpose?
Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas.People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. The AAC aids and devices are used to enhance their communication.
Augmentative and Alternative Communication (AAC). (2015).

What is an IEP?
The IEP is an Individualized Education Program for a child that receives special education services under the Individuals with Disabilities Education Act (IDEA).

The IEP is a written document that states the special education services needed for that individual child.

An assistive technology evaluation is required in order to determine if the child needs an assistive technology service or device.
Center for Parent Information and Resources. (2015).

How Does One Procure Assistive Technology Devices?Students with disabilities may be eligible for special education and services. If so, and if the school determines that an eligible student also needs assistive technology, the device will be provided at no cost as part of the student’s IEP or 504 plan (Morin, 2015, pp. 1-3)

Assistive technology can help kids with learning and attention issues use their strengths to work on weak skills areas. It also provides support so that children can handle tasks that would otherwise be difficult. The IEP team at school decides which tools each student needs. Many teams make these decisions using something called the SETT Framework (O'Connor, 2010, pp. 1-3).

What is the Sett Framework?
The SETT Framework is an organizational instrument to help collaborative teams create student-centered, environmentally useful, and tasks-focused tool systems that foster the educational success of students with disabilities.

SETT is an acronym for Student, Environment, Task and Tools. Key questions are asked in each area to in order to guide teams in gathering data and information to support the consideration and implementation of appropriate inclusive technologies (O'Connor, 2010, pp. 1-3)

If an assistive device is necessary for the student’s IEP to be implemented, the school district will have to replace the broken device. If the device is broken at home through negligence, the parents could be held responsible for the repair costs.
If family owned assistive technology is used by the school and is listed in the IEP as necessary for providing free appropriate public education, the school might also be responsible for maintenance, repair and replacement. Responsibilities for these services should be discussed at the IEP meeting and identified in the IEP notes or the IEP document (Copenhaven, 2015, pp. 1-3)

In general, if you change schools, your child’s assistive technology device stays with the school that originally provided it. This is the rule whether you move across the country or to the other side of town.

In some cases your school district might be willing to sell the device to you or transfer it to the new school. Also, if you buy a device from your child’s school, this means you’ll be responsible for maintaining and repairing it.

Your child’s new school district needs to provide him with a free and appropriate public education. So chances are good you’ll be able to get a similar device at the new school (Copenhaven, 2015, pp.1-3).

Additional Resources for Teachers & Parents

• http://www.readingrockets.org/article/assistive-technology-kids-learning-di...
• http://www.idahoat.org/Portals/0/Documents/cognitive_impair.pdf
• http://sixestate.com/apps-help- children-with-developmental- disabilities/
• http://www.ldonline.org/article/6334/
• www.understood.org

References


Apps Help Children With Developmental Disabilities. (2010, August 27). Retrieved July 20, 2015 from: http://sixestate.com/apps-help- children-with-developmental- disabilities/

Augmentative and Alternative Communication (AAC). (2015). Retrieved July 28, 2015 from: http://www.asha.org/public/speech/disorders/AAC/

Burgstahler, S. (2015). Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples | DO-IT. Washington.edu. Retrieved 29 July 2015, from http://www.washington.edu/doit/universal-design-instruction-udi-definition-...

Center for Parent Information and Resources. (2015). Retrieved July 28, 2015 from: http://www.parentcenterhub.org/repository/iep/

Chen, E. (2015). The Importance of Universal Design for Learning. Harvard Graduate School of Education. Retrieved 29 July 2015, from
https://www.gse.harvard.edu/news/uk/08/12/importance-universal-design-learn...

Copenhaven, J. (2015). Technology: Some Common Questions Answered | LD Topics | LD OnLine. Ldonline.org. Retrieved 29 July 2015, from http://www.ldonline.org/article/6334/

Finding Assistive Technology Devices and Services for
Students with Specific Learning Disabilities and
Developmental Disorders. (n.d.). Retrieved July 20, 2015, from: http://www.brighthubeducation.com/s pecial-ed-inclusion-strategies/80972- assistive-technology-for-students-with- specific-learning-disabilties/

References Continued


Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2009, November 3). Technical Brief: Access, Participation, and Progress in the General Curriculum | National Center on Accessible Instructional Materials. Retrieved July 29, 2015.
Jackson, R. M. (2004). Technologies supporting curriculum access for students with disabilities. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved July 28, 2015 from http://aim.cast.org/learn/historyarchive/backgroundpapers/technologies_supp...

Milestone, J. (2014). Who Pays for Assistive Technology? Parents or Schools?. Understood.org. Retrieved 29 July 2015, from https://www.understood.org/en/school-learning/assistive-technology/assistiv...

Morin, A. (2014). At a Glance: How the IEP Team Decides on Assistive Technology. Understood.org. Retrieved 29 July 2015, from https://www.understood.org/en/school-learning/assistive-technology/assistiv...

Page, C. (2015). What is assistive technology and how is it used in schools?. Sc.edu. Retrieved 29 July 2015, from http://www.sc.edu/scatp/cdrom/atused.html


U.S. Organizations that Serve People with Cognitive Disabilities. (n.d.). Retrieved July 26, 2015, from http://www.clearhelper.org/resources/ cwa/sites/orgs/national/US/

**Haiku did not give options for double spacing**