Assisted Technology can make a difference for writing AND spelling!

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Assistive Technology Devices for Writing and Spelling.

 This document contains information on the range of assistive technology devices that can be used by struggling writers to increase the legibility, complexity, and accuracy of their written products. Many of these devices also support increased efficiency, productivity, and independence. In most instances, students use a combination of assistive technology devices to meet their writing needs.

The types of assistive technology devices used to support writing are determined by individual student abilities and needs as well as the required writing tasks across all instructional environments. In this document, assistive technology devices are organized into various categories based on the primary features or applications of the technology. Moreover, the age ranges for which the devices are appropriate are identified in the following categories: elementary, middle, and high school. Lastly, tools are linked to the various writing skill areas addressed in the Georgia Performance Standards.

The skills areas are briefly defined below. It is recommended that individuals utilizing this document refer to the standards to determine the specific skills that are addressed at each grade level. Writing Process Organizational Structure – Ideas are organized due to purpose (cause-effect, chronological) or genre (type of writing: persuasive, narrative, technical). Prewriting- Brainstorming- Ideas are generated based on the provided topic.

In order to facilitate retention of these ideas, notes, outlines or concept maps may be used. Drafting –The ideas generated in the prewriting and brainstorming process are recorded by the student. Editing – The student’s worked is checked for spelling, grammar, and mechanics errors. These errors are corrected. Revising – The draft is revised and this revision may include rewording sentences, adding details, and/or adding more content Use of Resources – The student uses a variety of resources to obtain facts related to the writing topic. This may include informational resources such as encyclopedias, Internet resources, literary books, or reference books such as dictionaries or thesauruses. Conventions Grammar – Includes subject–verb agreement, sentence structure and complexity, parts of speech, and word usage.Mechanics – Includes punctuation (commas, semicolons, end marks), capitalization, and paragraph indentations. Spelling –Includes correct spelling of words used in the written product. Legibility – Refers to spacing, letter formation, and size. Refers to the readers’ ability to read the written product.

The assistive technology devices referenced in this document are included to provide examples of different types of devices used by students with disabilities to accomplish educationally relevant tasks in instructional and access areas. The document does not include all assistive technology devices within a device category and inclusion of a particular device does not constitute endorsement by the Georgia Department of Education. Additional devices may be added to the document by contacting the Georgia Project for Assistive Technology.