Technology is changing the school experience for special education students in the Natrona County School District.

Students who may once have struggled to read, write or perform basic tasks, like walking or eating, are excelling with help from new computer programs, gadgets and a slew of special education students and therapists.

There are about 1,500 youth in the NCSD who are identified as special needs students. The kids range from severely physically disabled to cognitively delayed, while others have more specific needs, such as visual challenges, learning disabilities or attention disorders. The special education staff at the school district is responsible for meeting those children's needs by adapting their environment, developing specific skills and helping the youth reach their educational potential.

Maureen Cellmer and Missy VanHorn are two staff members who work with assistive technology. Computer programs and other digital gadgets have changed how students' needs are met, the women said.

A computer program called Kurzwell, for example, scans written pages into a computer, then reads the pages aloud to students, highlighting each word as it goes. The program includes a dictionary and thesaurus, allowing students to develop their vocabularies, as well as a notetaking function that lets students study while they read. Students also can open a word processor within the program, and the computer will speak their words back to them as they type.

Such a program has broad uses for special education students. Those who never learned to read can keep up with their classes while improving their literacy skills. Children with learning disabilities can use the program to help them stay focused, and the program integrates audio and visual messages for children with different learning styles. Sight-challenged students can benefit from the audio version of their books and worksheets and can use size-adjustment functions to bump up text size. Users also can change the volume and pitch level of the computerized reading voice, so that those with hearing difficulties can personalize the program to their needs.

Other assistive technology programs provide vocabulary and spelling help for students, while some technology even lets students write sentences and speak by selecting pictures that correspond with words.

"We've had kids who haven't had any success in writing be able to write a whole project and get up and read it. They still need the icons, but they're learning the words," Cellmer said. "We also have lots of children who are nonverbal. This lets them push a button and say what they want."

Nancy Johnson, a special education/assistive technology coordinator for the district, said the NCSD has made assistive technology a priority, buying computer programs and training teachers in how to use it to meet student needs. The programs now are available throughout the district and can be used by any student, though special education students have first rights to the programs that meet their specific learning needs.

"I think the district is very advanced," Johnson said. "It's just so exciting to be able to help level that playing field for students."

Assistive technology is one of the more glitzy resources in the school district, but it is only a small part of the district's arsenal of services for special needs students.

Behavioral specialists, like Jeanette Russell, work with children to develop appropriate school and social skills.

"We provide additional positive behavior support," Russell said, explaining that she might help classroom teachers develop extra incentives for students who don't respond to normal rewards and consequences.

Instructional strategists, like Lori Cetak and Mary Houck, are a new addition to the school district this year, helping resource teachers find and use different curriculum aides for children.

For example, Houck demonstrated a math strategies crate full of worksheets and games that help students practice basic math skills.

"They're playing games, but learning strategies, too," she said.

Meanwhile, physical therapists work with students with mobility challenges, and occupational therapists help students develop basic physical skills from tying their shoes to using a pencil.

Handwriting, for example, can be a complex task for students with limited muscle control in their upper bodies.

"We're asking some students to do things they're not ready to do yet," said occupational therapist Kelly Reed. "Occupational therapists help them get up to the level of their peers."

OTs also can provide supplies for students to help meet their range of needs. Koosh balls and weighted wrist guards can help fidgety students concentrate; adapted food trays allow students with muscle control problems feed themselves; and modified scissors let students cut paper successfully, Reed explained.

"We help them become more independent and do things they need to do in their environment," Reed said.

"And things they want to do," added occupational therapist Paula Beran.

That, in fact, is the purpose of all the adaptations throughout special education, the women said.

"You don't change the child, you change the environment," Reed said. "If you can't change something, you make sure the environment is friendly for whatever the child has to do."

Staff writer Jenni Dillon can be reached at (307) 266-0619 or Jenni.Dillon@casperstartribune.net.