"Assistive technology, sometimes referred to as adaptive or access technology, includes a whole realm of high and low technology devices designed to increase the independence of individuals with learning disabilities by enabling them to compensate for deficits, enhance self-confidence, and participate more fully in all settings - work, school, home, and leisure. While not exclusively so, these technologies tend to be electronically sophisticated and largely computer-based. Assistive technology can enhance the quality of life for a person with a learning disability by enabling the individual to circumvent specific deficits, while capitalizing on given strengths." --Riviere, Adrienne. "Meeting the Needs of Adults with Learning Disabilities." LD Online. WETA. 20 Dec. 2005.
ATLA focuses on educational needs including communication, reading, writing, math, study skills and organization. Educational needs can be met by ATLA by individual, large and small group training on hardware and software, demonstration and consultation for specific students or programs.
It is the belief of ATLA that assistive technology (AT) tools allow students the opportunity to access the curriculum at a more equal level. AT is an avenue for allowing students with learning needs to participate, communicate and learn. It is not a way of "giving students an advantage" but a way of leveling the academic playing field.
With the thought that "learning needs can be attributed to an information processing deficit. An information processing deficit means a pattern of 'severe' problems with acquisition (INPUT), storage, organization (INTEGRATION), retrieval, manipulation, or expression of information (OUTPUT)." ATLA strives to bridge the gap by offering a range of tools that can be used to meet learner's unique needs and best fits the learner. [Marfilius, Scott. Presentation at Alaska Statewide Special Education Conference. Spring 2003.] |
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Learning
