--Annontated+Bibliography+of+SLD

Assistive Technology for Students with Specific Learning Disability **Literacy Tool:** Kennedy, M. J., & Deshler, D. D. (2010). Literacy Instruction, Technology, and Students with Learning Disabilities: Research We Have, Research We Need. //Learning Disability Quarterly//, 33(4), 289-298. Retrieved from EBSCO//host//.

This article provides information on literacy tools, the majority of the article is about what tools are being used and have been used in the past. Then the article concludes with providing three questions that linger regarding technology education. However, the article does not list a specific tool. Therefore, it is difficult to therefore say exactly how the tool will be used and when.

This article doesn’t speak about a specific AT tool but it speaks overall about the connection between literacy and technology. The article gives recommendations that the use of multimedia technology foster greater growth. “The core of this recommendation is that practitioners must take time to reflect on(a) the demands of the curriculum, (b) existing EBPs for providing instruction, (c) the needs of individual students, and (d) opportunities to incorporate a logical and powerful form of instructional technology into instruction. The core of this recommendation is that practitioners must take time to reflect on (a) the demands of the curriculum, (b) existing EBPs for providing instruction, (c) the needs of individual students, and (d) opportunities to incorporate a logical and powerful form of instructional technology into instruction.”

Meyen, E., & Greer, D. (2009). The Role of Instructional Planning in Math Instruction for Students with Learning Disabilities. //Focus on Exceptional Children//, 41(5), 1. Retrieved from EBSCO//host//.
 * Math Tool:**

This article looks at blending different instructional programs to create an efficient. Integrating various techniques into one is helpful in that it provides a vast cauldron of information to draw from. The article has a list of important elements that should be included when looking at teaching math. "1.Understand the mathematic concepts they will be responsible for teaching; 2. translate curriculum standards (or concepts) into lesson scripts; 3. align instruction with curriculum standards; 4. identify required prior knowledge of students for learning specific new concepts; 5. understand the relationship between curriculum standards, instruction, and state assessments; and 6. apply the elements of effective instruction (e.g., review, presentation, guided practice, corrections and feedback, independent practice, and weekly and monthly reviews). "

With education coming from different educational philosophies and programs allows the student to succeed, and flourish.This tool will support student growth through its large amount of resources which allow every student (and teacher) the information for different approaches for education in the math subject area.

**Organizational or Study Skills Tool:** Hildreth, B. L., & And, O. (1995). The Comprehensive Calendar: An Organizational Tool for College Students with Learning Disabilities. //Intervention in School and Clinic//, 30(5), 306-08. Retrieved from EBSCO//host//.

This article is about the use of calendars for people with learning disabilities. In the recent past the number of people with learning disabilities who are entering post-secondary education has increased. According to the article, a portion of this is related to a greater use of technology and calendar organization. Students would be able to use programs such as this to organize their thoughts and create visuals of their daily events. The use of calendars will also keep people organized.

This tool will create independence which allows them to be able to achieve more. The calendar tool would create an excellent way for students to earn independence and they are able to care for themselves. Gaining independent is very important for people with disabilities.

**Social Skills Tool:** Fisher, K., & Haufe, T. (2009, May 1). Developing Social Skills in Children Who Have Disabilities through the Use of Social Stories and Visual Supports. //Online Submission//, Retrieved from EBSCO//host//.

This article focused on elementary children gain social skills. The use of social stories helps students gain a greater repertoire of responses to respond to issues. I envision the use of social stories being used daily or a few times weekly. Through integrating the use of social stories into the daily activities will allow them to understand social interactions between people.

The learning of social skills is an important part of the learning process for people with disabilities. Many people with disabilities struggle to read other people’s facial expressions. Through a greater understanding of people’s emotions students will be able to create more relationships with those around them which also allows the student a greater ability to succeed.