Tools for ALL Learners

Overview

Collected information shows that we most often consider AT for individuals with uncommonly occurring, complex disabilities. We now know that AT tools exist to support many diverse learning needs, including those of English language learners and individuals with more frequently occurring learning disabilities.

Selected Reading

Title: Using AT: Is It Working?

Citation: Bausch, M., & Hasselbring, T. (2005). Using AT: Is it working? Threshold, Winter, 7-9.

URL: http://www.ciconline.org/thresholdwinter05 

Use Information: “Download these thought-provoking PDF documents -- print them, save them, forward them to friends & colleagues.”

Key Ideas

• AT use in general classrooms can support the achievement of adequate yearly progress (AYP) for a variety of learners.
• Focus on the integration of AT into teaching and learning in order to improve access to the general curriculum for all learners.
• All teachers-in-training need information about the ways that AT can support student achievement.

Extension and Reflection

Think of examples of assistive technology that you have seen. Have users been primarily individuals with significant disabilities? Where in your school or district could you see examples of tools to support students with learning disabilities?

Scan the Assistive Technology Consideration Resource Guide from GPAT (see below) for accommodations or AT solutions that could benefit students with learning disabilities or attention deficits.

Additional Resources

• Assistive Technology for Students with Mild Disabilities: Update 2002, by Michael Behrmann and Marci Kinas Jerome. ERIC EC Digest #E623 http://ericec.org/digests/e623.html from the ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)
• The Assistive Technology Consideration Resource Guide from the Georgia Project for Assistive Technology (GPAT) www.gpat.org