Assistive Technology Device Matrix
Tailyn Gutierrez
SPD 560
Dr. Meyer
Assistive Technology Device Matrix Template
| Identify Assistive Technology Device | Discuss Potential Uses of theAssistive Technology Device | Analyze Advantages of theAssistive Technology Device | AnalyzeDisadvantages of theAssistive Technology Device | Application of the Assistive Technology Device for Which Disorder(s) | Application of the Assistive Technology Device to the Classroom (Inclusion, Resource, Self-Contained, or mix?) |
|---|---|---|---|---|---|
| Line paper | Helps students practice writing procedure; restrict mechanical writing method | Cheap to make and very easy for students to use. | Practice writing. | Writing procedure | Inclusion |
| Photograph sheets | Cognitive disorder assistance. | Cheap to make and very easy for students to use. | Some pictures may not be available. | Relation between meaning and understanding. | Resource |
| Conversation glossaries | Issues with comprehension, meanings and spelling. | Very petit and easy to carry. | High tech and a little expensive. | Relation between meaning and understanding. | Resource |
| Symbol-supported text object | Students who need help with writing. | Moderately low-cost | Practice limited cognitive ability for the learner | Writing | Resource |
| Language | Students with language as a substitute. | Can change to fit student’s needs. | Can be very expensive. | Language disorders | Self-contained |
| Graphic organizers | Motivates students to organize their feelings or thoughts. | Assists students with transporting. | Teachers should explain how and when to use them. | Great to use for students with writing disorders. | Inclusion |
| Portable word processors | Helps students with the writing process. | Very low cost and assists students learn the writing process. | Teachers need to be trained in how to use these in order to assist the students effectively. | Writing method/process | Resource |
| Talking word processor devices | Helps students understand written texts and get better in their conception. | Very easy to use for both educators and students. | Can be a little expensive because of its technology. It can also be personalized for each student to ensure progression. | Writing method/process | Inclusion |
| Enlargement devices | Helps students with needs for enlarged words and/or pictures. | Assists students with reading and give the ability to see the pictures, especially on digital PEC cards. | It is student specific, thus has low usage. | Assists students with reading issues. | Inclusion |
| Color Acetate overlays | Students with mild reading disabilities who experience stress due to clutter. | Will lower picture tension and therefore increase reading fluency. | It is student specific, thus has low usage. | Assists students with reading issues or hard time looking at pictures. | Inclusion |
References
Cennamo, K., Ross, J., & Ertmer, P.(2010) Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Cengage
Learning, 1-13.
Parette, H. P., Wojcik, B. W., Peterson-Karlan, G., & Hourcade, J.J. (2005). Assistive Technology for Students with Mild Disabilities: What’s Cool
and What’s Not: Education and Training in Developmental Disabilities, 320-331
Reed, V (2011) An Introduction to Children with Language Disorders, Fourth Edition. Pearson Education, Inc
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