1.

Name at least three items that could be considered AT and describe how those devices could
support a student with a disability in the classroom.
a. Specialized Writing tools

This helps students develop gross-motor and find-motor skills. They help to reduce the frustration a
students has while writing and increase their speed.

b. Raised-line Paper

This gives students visual and tactile feedback to students to help them write between the lines. It is
used to improve hand writing skills.

c. Tape Recorders

These devises play back what has ben recorded. It helps students to be able to listen to books on tape,
dictate a lecture, or help them recall information that was taught in the class that they might otherwise
have forgotten.

2. Explain two reasons why it is necessary to consider AT for students with disabilities.
a. To help every student succeed.
b. To make sure that the needs of the student are being met.
3. Why is it important to consider both AT devices and services?
a. It is important in the success of the student. Some students need a little bit of
assistance to keep up with the class. The AT devices and services help the bridge the
gap for that student so that they can stay with and learn with the other students in the
class.
4. Describe three responsibilities of the Implementation Team.
a. They have knowledge about different AT devises and services.
b. Able to provide information to others about alternative AT options.
c. Search for new AT options.
5. List three outcomes the Implementation Team can determine by evaluating a student’s assistive
technology.
a. The current interventions are working or if there is something new needed
b. The current AT devices or services are appropriate
c. New AT is required
6. Imagine you are a seventh-grade general education language arts teacher and a student in your
class has an upcoming IEP meeting. What types of information should you gather ahead of time
to contribute to the discussion of the student’s AT needs? Name at least four.
a. Level of functioning
b. Strengths
c. Areas of need
d. Strategies and accommodations that have been tried and if they worked
e. Use of AT devices and services.
7. During the meeting suggested in the example above, the IEP team recommends AT for the
student. As a general education teacher, describe your role in the AT implementation and
evaluation processes.
a. As a teacher we are expected to know the student’s strengths and weaknesses, attend
meetings, participate in AT trainings. And many more things. Sometimes we need to be
aware that the student may need extra time, some AT are easier to implement in the
classroom, or their may be a learning curve with a new device. We also need to report
how using the AT in our classroom is working and if there are changes that may need to
be made. We need to make sure that we learn how to use the AT, incorporate it into
the school day, set it up in an easy-to-access location, make sure it works, and help the
students become familiar with the equipment.