AT and Writing: Students with Specific Learning Disabilities and Sensory Disabilities

In my previous blog, I discussed the AT & IEP considerations and the specific AT devices used for 5 students using goals written by WITI. In this blog the focus is still AT and writing, this time I will discover how AT can support students with Specific Learning Disorders and (SLD) and Sensory Disabilities (SD).

Specific Learning Disabilities Characteristic

- Slow reading rate and/or difficulty adjusting speed to the nature of the reading task.

-Difficulty copying from board or overhead.

-Problems describing events or stories in proper sequence. 

-Confusion or reversal of numbers, number sequence, or operational symbols.

High Tech examples of AT: 

-Word Prediction Software to assist in the writing process especially with spelling errors. 

-Picture Based Writing Programs have pictures and/or icons with labels.

Low Tech  examples of AT

-Calculators for math difficulties

-Dictionary for definitive and spelling difficulties

Sensory Disabilities Characteristics

-Includes students with hearing and visual disabilities.

-Difficulty hearing verbal directions.

-Hard to read and see small print.

-Hard to pick up on facial and/or visual cues

Watch the video below to see a student with a sensory disability interact with a fidget toy.

   High Tech

- Digital talking book reader to allow student to navigate digital books.

-Scanner/OCR to scan printed material and convert it into speech

Low Tech

-Magnify Glass  

-High Contrast Key Labels

Much information has been gained throughout this blog on AT for SLD and SD. I hope you learned as much as I did. Until Net Time!

Ferguson, K. & Feu, M. (2013). Sensory Impairment and Mental Health. Advances in Psychiatric Treatment, 19(4), 95-103.
Specific Learning Disabilities. (2008) Retrieved July 21, 2013 from http://www.cde.state.co.us/cdesped/SD-SLD.asp