Running head: RESOURCE INVESTIGATION

Resource Investigation
Nora Jennings
University of New England
EDU 721: Technology with Inclusion Education
October 10, 2016

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Resource Investigation
For students with disabilities, assistive technology can help them overcome barriers and
be more successful in the general education classroom. Assistive technology is any piece of
equipment or system which helps people with disabilities increase, maintain, or improve their
functional capabilities (Assistive Technology Industry Association, 2016). Assistive technology
can be considered low-tech, from something as simple as a modified pencil, to high-tech such as
a specialized computer (Assistive Technology Industry Association, 2016). Three examples of
such pieces of assistive technology which can prove beneficial for students with disabilities in
the general education classroom are fidget toys, AAC devices such as those made by Dynavox,
and Braille Notetakers.
Students with attentional issues such as ADHD often struggle with paying attention to
details, impulsiveness, restlessness, and becoming easily distracted by extraneous sights and
sounds (PBS Parents, 2016). They may, therefore, struggle with processing and organizing
information such as school lessons and work and fall behind in school (PBS Parents, 2016). For
such students, fidget toys may help them focus during school. Fidgets are small toys or handheld objects which students can manipulate in their hands as an outlet for their restlessness so
they can better focus their attention. Criteria for a successful fidget toy include objects which are
silent, unobtrusive, inexpensive, and tactile (Marner, 2016).
In the classroom, fidget toys could be used by students with ADHD to help them focus.
The teacher could work out an arrangement with the student about an appropriate choice or
choices for a fidget and the times which they can be used. During lessons, independent work
time, or group time, the student could take out the fidget without distracting his or her neighbors
and manipulate it discreetly in his or her lap while she/she continues with the work at hand. One

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of the major benefits of fidget toys is that they are very inexpensive. Teachers or parents could
acquire toys such as squishy balls, Silly Putty, or even sand-filled balloons which they already
have at home or can easily be purchased at a store (Marner, 2016). Training is very minimal for
fidget toys; the most important aspect is setting expectations and ground rules with the student
for their appropriate use. If fidget toys prove distracting for the student in question or other
surrounding students, it is no longer an effective tool.
Another piece of assistive technology which can be utilized in the classroom is an
augmentative and alternative communication or AAC device. AAC devices aim to increase the
efficiency and independence of communication for people with disabilities which impact their
verbal abilities (McAfoose, 2004). Students who would benefit from an AAC device in the
classroom include those with autism, cerebral palsy, intellectual disabilities, and traumatic brain
injuries (Dynavox, 2016). Students who are nonverbal or have limited speech abilities often need
a way to fine tune and accelerate their communication, particularly in social and academic
contexts (McAfoose, 2004). An AAC or eye-controlled device could enable such students to
interact with their classmates in social and academic groups, respond to teacher questions and
prompts, and verbally demonstrate their knowledge, understanding, and questions in the
classroom.
One of the downsides of AAC devices is that they can be very expensive, often thousands
of dollars, and often require a great deal of training and troubleshooting. According to the
Dynavox website (2016), many of their devices are Medicare/Medicaid and private insurance.
The first step in acquiring a Dynavox device is to consult and speech language pathologist to
assess the need for alternative communication. If acquiring a device is an issue, Dynavox
funding coordinators are available to assist in locating the funds and support (Dynavox, 2016).

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To support training, Dynavox provides a variety of options such as webinars, on-location training
workshops, online user manuals, and YouTube videos (Dynavox, 2016). For questions or issues
with troubleshooting which are not covered in one of those options, the company also has a
support team which educators can call for assistance.
Finally, Braille Notetakers are a beneficial piece of assistive technology which allow
students with visual impairments to create documents, read text, browse the Web, and listen to
audio file playbacks (International Braille and Technology Center for the Blind, 2016). In the
classroom, such devices would be most appropriate for students who are blind or have another
serious visual impairment and use Braille to access visual text. There are a variety of different
devices on the market, and Humanware is one company who makes such products. Their devices
are available in either 32 or 18-character Braille displays or utilizing only speech (Humanware,
2016). There are hardware devices which can connect Notetaker to a computer to provide Braille
output, and there is also software available to make other computers and tablets Braille
accessible with the use of a specialized pin keyboard (International Braille and Technology
Center for the Blind, 2016). Students with visual impairments would be able to participate more
fully and independently in the classroom with a Braille Notetaker. Students could use it to write
papers, research topics on the Internet, and listen to audio files (International Braille and
Technology Center for the Blind, 2016).
Like AAC devices, Notetakers involve teacher, parent, and student training for them to be
effective. Humanware provides a variety of audio and video tutorials on their website for their
entire line of products. They also have a technical support team which can be reached by phone
for questions and troubleshooting. Devices can cost upwards of $5,000, and Humanware has a

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place on their website to connect interested parties with distributors to assist in the acquisition
process (Humanware, 2016).
Students with attentional, communication, and visual impairments often struggle to be
successful in the classroom because of barriers which block their access to learning. Assistive
technology such as fidget toys, augmentative and alternative communication devices, and Braille
Notetakers are helpful tools which remove some of those barriers to help students more fully
participate. While they range in cost and ease of use, they are all appropriate options for students
with those needs. As a whole, they provide that student with the opportunity to be more
independent in the classroom and successful in their learning.

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References
Assistive Technology Industry Association. (2016). What is AT? Retrieved October 09, 2016,
from https://www.atia.org/at-resources/what-is-at/
Dynavox. (2016). Augmentative and alternative communication. Retrieved October 10, 2016
from http://www.tobiidynavox.com/
Humanware. (2016). Braillenote. Retrived October 10, 2016 from
http://www.humanware.com/en-usa/products/blindness/braillenotes
International Braille and Technology Center for the Blind (2006, January). A beginner's guide to
access technology for blind students. Retrieved October 09, 2016, from
https://nfb.org/images/nfb/publications/fr/fr21/fr06ws12.htm
Marner, Kay. (2016). What makes a good fidget? ADDitude Magazine. Retrieved October 10,
2016 from http://www.additudemag.com/adhd/article/8706.html
McAfoose, L. R. (2004). Using AAC device features to enhance teenager's quality of
life. Assistive Technology Outcomes And Benefits, 1(1), 33-41.
PBS Parents. (2016). Types of learning disabilities. Retrieved October 10, 2016 from
http://www.pbs.org/parents/education/learning-disabilities/types/