University of
North Florida, College of Education and Human Services
Jacksonville, FL
Assistive Technology
for ESOL Education
What is assistive technology (AT)?
“...any item, piece of equipment or product system, whether
acquired commercially off the shelf, modified, or customized, that is used to
increase, maintain, or improve functional capabilities of individuals with
disabilities.”
[20 U.S.C. Chapter 33, Section 1401 (250)]
Whenever you as a teacher are using materials that were not specifically made for the ESOL student you may need to consider what adaptations or accommodations you need to do with the material to make it more accessible.
Ø Decide what students need to learn from the text and other sources
Ø Concrete first, then abstract
Ø Relate to students' experiences
Ø Use visual representations: maps, charts, timelines, outline, etc.
Ø Reduce non-essential details
Ø Simplify vocabulary (but keep key concepts and technical terms)
Ø Check word choice and sentence order
It is also often very easy to repurpose material to make it applicable to your teaching situation. The concept of repurposing is to take material that was created for one purpose and make it applicable to a new purpose. For instance many entertainment videos contain a wealth of good information and can be adapted for the classroom. The concept of taking a movie that was created for entertainment and making it into a tool for education is repurposing. A DVD may have up to nine audio tracks in different languages and up to seventeen subtitle tracks which can be used in target language acquisition.
AT may be classified as high, middle or low tech. A high technology device usually requires electronics or microchips to perform some function, while low technologies usually do not require a power source. An example of the application of AT could range from having a computer read a book (high tech) to printing out the material in a larger font or the student using a magnifying glass (low tech) to read the required material.
There exists the need for teachers to meld these two areas: Assistive Technology and ESOL. Teachers of ESOL students or in ESOL classrooms can apply assistive technology strategies, knowledge and skills to effectively integrate the technology to improve the achievement of their students. The use of assistive and educational technologies can be an effective method to meet the unique educational challenges of limited English proficient students, assisting them to effectively communicate with others while developing primary target language skills.
ESOL students often are facing not only challenges of learning a new language, but also assimilating into a new culture and learning subject matter in a new language. For these students technology is a tool that has the potential to not only assist them in meeting content standards, but also as a pathway to employment and further education. Along with levels of the technology, there are levels of how the necessary AT item will be applied in the school situation which are: personally, developmentally, or instructionally necessary (Judd-Wall, 1999). Personally necessary items are AT devices that are used by an individual that enable a learner to more effectively interact with his/her school environment. Developmentally necessary devices help with an educational need based on some developmental delay, which ideally would be improved or overcome, eliminating the need for the assistive technology item in an individual’s future, such as a translating dictionary. Lastly, instructionally necessary devices are ones that modify the instructional process at a course, grade level or situation. Progressing from individually to instructionally necessary, the materials used are much more likely to be shared among various students. Not only can assistive and educational technology provide tools for the language development and content area learning of ESOL students, but technology in ESOL classrooms can also begin to close the digital divide for these students.
AT has the ability to increase student independence while at the same time advancing academic standing, as it can also allow increased participation in classroom activities by students with many forms of special needs, letting them have equal access to their school environment. Talk with your special education teachers and see what is available within your school and system. Many devices, materials, and tools are already there waiting for you to ask to use them.
Mechanics of Writing
Ø Adapted paper (e.g. raised line, highlighted lines)
Ø Portable word processor
Ø Computer
Ø Pencil/pen with adaptive grip
Ø
Changes
in text size, spacing, color, background color
Ø
Use
of pictures with text (e.g. Picture It, Writing with Symbols)
Ø
Talking
electronic device/ software to pronounce challenging words (e.g. Franklin
Bookman, American Heritage Dictionary)
Ø
Scanner
with OCR and talking word processor
Ø
Electronic
books
Math
Ø
Abacus/
Math Line
Ø
Calculator
/calculator with print out
Ø
Talking
calculator
Ø
On
screen calculator
Ø
Software
with cueing for math computation (may use adapted input methods)
Ø
Software
for manipulation of objects
Ø
Tactile/voice
output measuring devices (e.g. clock, ruler)
Learning/Studying
Ø
Print
or picture schedule
Ø
Low
tech aids to find materials (i.e., index tabs, color coded folders)
Ø
Highlight
text (e.g. markers, highlight tape, ruler, etc.)
Ø
Voice
output reminders for assignments, steps of task, etc.
Ø
Software
for organization of ideas and studying (e.g. ClarisWorks, Inspiration, Outline,
Power Point, HyperStudio etc.)
Ø
Recorded
material (books on tape, taped lectures with number coded index, etc.)
Possible Deficits
|
Possible Technology
Solutions |
|
Difficulty completing tasks on time |
Computer software programs that promote organization of
work: |
|
Outline with shapes and colors |
|
|
Color printer |
|
|
Read at lower than potential level |
Computer software programs that promote reading abilities: |
|
Slow reading rate |
Talking and large print word processors |
|
Inaccurate comprehension |
Scanner with optical character recognition (OCR) system |
|
Poor retention |
Speech synthesizers |
|
Incomplete mastery of phonics |
Screen enlargement |
|
Multisensory reading program with customized text size,
background and foreground colors, and voice characteristics |
|
|
Talking dictionary to define and pronounce unfamiliar
words |
|
|
Poor tracking skills (skip words, lose place, miss lines) |
Color monitor/change foreground and background color |
|
Write at lower than potential level: |
Computer software programs that promote writing abilities: |
|
Problems with organization, development of ideas
and transition words |
Color monitor/ability to change background and foreground
colors |
|
Difficulty communicating meaning |
Talking and large print word processors |
|
Poor sentence structure |
Outline with shapes and colors |
|
Graphics in place of words |
|
|
Frequent spelling errors |
Spell check |
|
Word prediction programs |
|
|
Incorrect grammar |
Grammar check software |
|
Problems with concentration |
Distraction reducing measures: |
|
Table top dividers |
|
|
Difficulty following directions |
Provide written or printed directions |
|
Poor ability to speak with fluency and/or to understand
others |
Computer software programs that promote verbal
communication: |
|
Difficulty understanding oral language |
Scanner with optical character recognition (OCR) system |
|
Poor vocabulary and word recall |
Speech synthesizers |
|
Difficulty with pronouncing multisyllabic words |
Talking and large print word processors |
|
Talking dictionary to define and pronounce unfamiliar
words |