Coin-counting Calculator

A calculator with keys shaped and sized exactly like coins and a dollar bill. It adds or subtracts money amounts and has voice output.

AT Category: Sensory
- Tactile
- Vision
AT Category: Academic
- Math

Low - Mid Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

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Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
Physical Therapist (PT): A PT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related service of physical therapy. A PT may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Physical therapy in schools primarily addresses gross motor skills of students, and may include exercises designed to develop strength and endurance, range of motion, and flexibility. The PT may be a member of the LEA assistive technology (AT) team.
Orientation & Mobility (O&M) Specialist: An O&M Specialist is qualified to provide related services to children who are visually impaired to enable students in attaining systematic orientation and safe movement within their environments at school, home, and in the community. In the state of Texas, O&M instruction must be provided by a certified orientation and mobility specialist (COMS) who is certified by the Academy for Certification of Vision Rehabilitation and Education Professionals.
Assistive Technology (AT) Specialist: An AT Specialist is a professional dedicated to enhancing the independence and quality of life for individuals with disabilities through the evaluation, selection, customization, and training of assistive technology devices and services. These specialists possess expertise in assessing the unique needs of individuals with disabilities and recommending appropriate assistive technology solutions to support their educational, vocational, communication, mobility, and daily living goals. They collaborate with individuals, families, educators, therapists, and other stakeholders to ensure the effective integration and utilization of assistive technology tools and strategies tailored to the individual's abilities and preferences. AT Specialists in Texas adhere to state regulations, standards of practice, and ethical guidelines while promoting access to assistive technology resources and advocating for the rights of individuals with disabilities to participate fully in society.
Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.
Teachers of Students who are Deaf or Hard of Hearing (TODHH): A TODHH is trained to facilitate the academic, social, and linguistic development of students who are deaf or hard of hearing, ages birth to 21 years. They possess expertise in a range of communication modalities, including American Sign Language (ASL), English-based manual-visual languages, and spoken language. TODHHs assess individual student needs, develop tailored instructional plans, and collaborate with other professionals to ensure inclusive learning environments. They employ adaptive teaching strategies, assistive technologies, and specialized curricula to optimize students' educational experiences and promote their overall success in academic and social settings.
Special Education (SpEd) Teacher: A SpEd teacher delivers specially designed instruction (SDI) to students with disabilities. The teacher may serve differing roles, including but not limited to, a co-teacher, provider of direct instruction, and/or provider of indirect services, including consultative services. This teacher is a required member of the Admission, Review, and Dismissal (ARD) committee who participates in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP). The teacher contributes to drafting annual goals, developing how student progress will be measured, and determining any needed modifications to the student's general education curriculum and accommodations. The teacher makes recommendations about supplementary aids and services which may include any needed assistive technology (AT) services. The special education teacher may be a member of the LEA assistive technology (AT) team.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Recognize the value of coins and dollars, count money, and add and subtract monetary values

Implementation Context In what activities, classes, or environments will the student utilize this tool?

May benefit students with a specific learning disability in one or more of the basic psychological processes involved in understanding mathematical calculations.

A coin-counting calculator could be used by a student as assistive technology in several ways:

Learning basic math skills: For students learning basic math skills like addition, subtraction, multiplication, and division involving money, the coin-counting calculator can provide hands-on practice. It can help reinforce concepts by allowing students to physically manipulate coins and see the numerical values associated with them.
Counting and sorting coins: Students with difficulties in counting and sorting coins due to conditions like dyscalculia can benefit from the coin-counting calculator. Its tactile nature allows them to physically handle and organize coins, making it easier for them to understand their values and relationships.
Visual and tactile learning: Some students learn best through a combination of visual and tactile experiences. The coin-counting calculator provides both, as students can see the coins and also physically interact with them, enhancing their understanding and retention of concepts.
Independent practice: The coin-counting calculator enables students to practice independently, allowing them to work at their own pace and gain confidence in their math abilities without the need for constant supervision.
Accessibility: For students with visual impairments, the tactile nature of the coin-counting calculator makes it accessible, as they can differentiate between coins by touch. Additionally, some models may include auditory feedback, further enhancing accessibility for students with visual impairments.
Real-world application: Learning with the coin-counting calculator provides students with practical, real-world applications of math concepts, particularly those related to money and finances. This can increase engagement and motivation by demonstrating the relevance of what they're learning.