C) Science
D) Study skills
47. Assistive technologies used to support students with writing include all except
A) Shaving cream
B) Whiteboards
C) Pencil grips
D) Talking books
48. Low-tech assistive technology generally
A) Is low in cost
B) Requires less training
C) Is typically not sophisticated
D) All of the above
49. A word prediction program would be considered
A) No tech
B) Low tech
C) Mid tech
D) High tech
50. The 1997 reauthorization of IDEA mandates that IEP teams ________ assistive
technology for all students with disabilities.
A) Require
B) Recommend
C) Consider
D) None of the above
51. Assistive technology is selected and implemented to assist a student in
A) Employment
B) After-school activities
C) Transition to the next grade
D) Meeting his or her IEP goals
52. A mnemonic device is considered
A) No tech
B) Low tech
C) Mid tech
D) High tech
53. All except ____________ are considered mid tech.
A) Braille playing cards
B) Calculator
C) Audio recorder
D) Switches
True/False
54. Assistive technology refers only to devices that help improve the functional
capabilities of individuals with disabilities.
55. IDEA 2004 mandates that IEP teams consider assistive technology for all students
with disabilities.
56. Assistive technology was first included in legislation with the passage of PL 94-142
in 1975.
57. The reauthorization of IDEA in 1997 shifted the focus of assistive technology as
primarily for students with more severe or low-incidence disabilities to also include students
with high-incidence disabilities.
58. IDEA 2004 stipulates that parents/guardians must share the cost for assistive
technology, including cochlear implants, provided for their child with disabilities.
59. IFSP teams (from birth to age 3 years) are not required to consider assistive
technology, although it is recommended.
60. Assistive technology can be anything or come from anywhere as long as it helps or
just maintains an individual’s skills.
61. Assistive technology can meet only a limited range of needs for the diverse
population of individuals with disabilities.
62. Recent data indicate that more than half of fourth-graders with disabilities who took
the NAEP reading test scored below the basic level.
63. All assistive technology must be research based before being used with students.
64. Text-to–speech software has virtually no impact on a student’s ability to decode,
fluency, or comprehension skills.
Objective 5.6: Identify assistive technology devices that support students with disabilities across
the content-area instruction.
65. Kindle, Nook, and iPad can be used to provide e-text to students.
66. Recent data from the NAEP writing assessment suggest that students with and
without disabilities struggle with writing.
67. Not all mid-tech and high-tech assistive technologies to support writing are computer
based.
68. Mathematics assessments indicate that students with disabilities are typically on level
with their nondisabled peers.
69. Concrete manipulatives are considered an evidence-based practice for educating
students with disabilities.
70. Calculators can assist students with disabilities who struggle with basic math facts or
working memory issues when solving word problems.
71. Anchored instruction and computer-assisted instruction can be considered
instructional technologies that support students with and without disabilities.
72. There is no assistive technology available in the areas of science and social studies.
73. Assistive technology considerations apply to children from birth to age 3 years who
have an IFSP.
74. Stigmatization can lead to assistive technology abandonment.
75. To ensure successful assistive technology implementation and to minimize
abandonment, student, teachers, and parents should receive training on how to use the tool.
76. Assistive technology can support the implementation of the universal design for
learning.
77. The cost of assistive technology is considered a priority during the decision-making
process of the IEP.
78. Educators need to critically evaluate apps for their educational value.
Short Answer
79. Compare and contrast assistive technology and educational technology.
80. Identify and briefly define the six types of educational technology as stipulated by
Blackhurst (2005).
81. When defining assistive technology, what is meant by “devices and services”?
82. Briefly describe the historical development of assistive technology from the early
1800s to the reauthorization of IDEA in 2004.
83. Explain how IEP teams might consider and select assistive technology for individual
students.
84. Discuss the categorizations of assistive technology from the perspective of “levels of
technology.” Provide an example of each.
85. Discuss the categorizations of assistive technology from the perspective of “purpose
of technology.” Provide an example of each.
86. How does WATI categorize assistive technology? Provide an example of each.
87. Discuss how assistive technology can support students with disabilities who struggle
with reading.
88. Discuss how assistive technology can support students with disabilities who struggle
with writing.
89. Discuss how assistive technology can be used to assist students with disabilities who
struggle with mathematics.
90. Explain what it means to “repurpose” an item. Give specific examples.
91. Discuss the effect of stigmatization with regard to assistive technology.
92. IDEA 2004 included the National Instructional Materials Accessibility Standard
(NIMAS). Explain what the standard stipulated.
93. Discuss how assistive technology can be included in a student’s IEP.
94. Identify three examples of text-to-speech programs that are free and/or for purchase.
Describe the features of each.
95. Discuss, in detail, how assistive technology supports the universal design for learning.
96. As a classroom teacher, explain why it is necessary to evaluate apps for mobile
devices. What tools might you use to complete this type of evaluation?
97. Discuss the significant legislation for assistive technology that predates the 1988
Technology Act.
98. Discuss the contributions of each of the following to educational/assistive technology.
SETT
WATI
UKAT
MPT
NATRI