Both software and hardware tools comprise the scope of assistive technologies for students with learning disabilities and differences. This is important because,

“According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years” and “nearly every general education classroom in the country includes students with disabilities” (Alvernia, 2019).

from https://assistedtechnology.weebly.com/social-training-and-at-hannah-edgette.html

From the sources below, I have compiled a list of many different types of assistive devices and tools that can be used to help struggling students to hear, see, communicate, and participate in learning activities. The non-exhaustive list is comprised of hardware, software, and even very low-tech applications that can be utilized anywhere.

• Simple recording devices to record classroom conversations and notes;
• Personal listening systems or other devices that transmit a speaker’s voice directly into a student’s ear;
• Certain fonts developed for those with dyslexia and other reading impairments;
• Audio books and textbooks;
• Digital and interactive textbooks;
• Information managers, personal organizers, and timers for students who struggle with executive function;
• Talking calculators and text-to-speech software for students who are visually impaired or have another disability (e.g., dyslexia) that hinders the ability to read;
• Speech recognition systems to turn speech into written text;
• Optical character recognition software used to scan printed documents that can then be read aloud by a computer;
• Graphic organizers to help students organize what they are learning or thinking;
• Assistive listening systems for students who are hard of hearing or deaf;
• Sip-and-Puff systems which help students with impaired mobility be able to use computers and other technology;

• Electronic dictionaries;
• Proofreading software and talking spell-checkers for students with reading struggles (these are more comprehensive than a simple word processing spell or grammar checker);
• Math simulators that can help students with dyscalculia to visualize mathematical concepts;
• Word-prediction software to support students who struggle to write.

The full capabilities of each of these tools is recognized when a well-trained student user is paired with a differentiated learning plan that seeks to meet the specific needs of that student.

References:

Access Computing. (2020). What are specific computer applications that can assist students with learning disabilities? University of Washington. Retrieved from https://www.washington.edu/accesscomputing/what-are-specific-computer-applications-can-assist-students-learning-disabilities

Alvernia University. (2019). 5 assistive technology tools that are making a difference. Retrieved from https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/

Borg, J., Berman-Bieler, R., Khasnabis, C., Mitra, G., Myhill, W. N., & Rahja, D. S. (2015) Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion, and Participation: A discussion paper. UNICEF & WHO. Retrieved from http://www.unicefinemergencies.com/downloads/eresource/docs/Disability/Assistive-Tech-Web.pdf

Coordinated Campaign for Learning Disabilities. (1998). Tools for Living with Learning Disabilities. Retrieved from http://www.ldonline.org/article/6252/

Stanberry, K., & Raskind, M.H. (2009). Assistive technology for kids with learning disabilities: An overview. Retrieved from https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview