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Assistive Technology

Assistive Technology

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Assistive Technology

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  1. Assistive Technology By: Margaret Wilson

  2. An Explanation of Assistive Technology • Assistive Technology is any device or service that helps a student with a disability to meet his or her individualized education program goals and to participate in the general education setting to the greatest possible extent. More simply, Assistive Technology improves the functional performance of an individual with a disability. Students can utilize assistive technology to: • -Communicate • -Perform academic tasks • -Participate in social and extracurricular activities • -Move or travel around the school • -Use proper seating and positioning • -Access materials • When AT is appropriately integrated into the general education classroom, students are equipped with multiple means to complete their work and meet their educational goals. • (The IRIS Center for Training Enhancements, 2010)

  3. Information on the Law Regarding Assistive Technology • The Assistive Technology Act of 1998 establishes a grant program, administered by the U.S. Department of Education, to provide Federal funds to support State programs that address the assistive technology needs of individuals with disabilities. (National Disability Rights Network, 2012) • IDEA ’04 requires IEP teams to consider whether AT devices and services are needed to accomplish the individualized goals and objectives for students with disabilities. Though teams are required to consider AT, unfortunately there is no federally designated process for them to follow. Nevertheless, it is important that schools follow a systematic plan to ensure that AT is considered, that the needs of students with disabilities are being met, and that resources are being used wisely. • Because of AT’s immense potential benefits, federal law requires that it be considered when developing an IEP for every student with a disability. Recognizing the need for assistive technology involves (1) acknowledging a performance problem and (2) acting on a desire to improve that performance. After appropriate AT devices have been identified, services in the form of training and support may be required. (The IRIS Center for Training Enhancements, 2010)

  4. For the Hearing Impaired: • FM (Frequently Modulated) Systems • FM Systems allow for more freedom for teachers because no matter where the teacher stands in the classroom, the student will hear the teacher's voice as if it was coming from a few inches away. Also, many FM systems have connection ports that allow teachers to connect audio and audio-visual equipment to the FM transmitter, which provides a clear audio signal to the student. • (American Speech-Language-Hearing Association, 2011)

  5. For the seeing impaired: • Braille Displays • Braille Displays operate by raising and lowering different combinations of pins electronically to produce in braille what appears on a portion of the computer screen. They show up to 80 characters from the screen and are refreshable, or they change continuously as the user moves around on the screen. The braille display sits on the user's desk, often underneath the computer keyboard. The advantage of the braille display in comparison to synthetic speech is in its direct access to information, the ability to check format, spacing and spelling, and the fact that it is quiet. • (American Foundation for the Blind, 2014)

  6. For the learning disabled: • Word Prediction Programs • Word prediction software can help a user during word processing by "predicting" a word the user intends to type. Predictions are based on spelling, syntax, and frequent/recent use. This prompts kids who struggle with writing to use proper spelling, grammar, and word choices, with fewer keystrokes. • (Reading Rockets, 2014)

  7. For the physically disabled: • Wheelchairs • Apowered wheelchair with head switch controls makes it possible for students to choose where and when to go. With these same head switches, students are able to move about freely, work on the computer and play Nintendo. This seating system is customized to accommodate individual student needs. • (Assistive Technology Training Online Project, 2005)

  8. References • American Foundation for the Blind. (2014). Braille Technology. Retrieved from • http://www.afb.org/info/living-with-vision-loss/using-technology/assistive-technology/braille-technology/1235 • American Speech-Language-Hearing Association. (2011). Hearing Assistive Technology for Children. Retrieved from http://www.asha.org/public/hearing/hearing-assistive-technology-for-children/ • Assistive Technology Training Online Project. (2005). Introduction to AT. Retrieved from http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/introprimaryusage.php • The IRIS Center for Training Enhancements. (2010). Assistive Technology: • AnOverview. Retrieved from http://iris.peabody.vanderbilt.edu/module/at/

  9. More References • National Disability Rights Network. (2012). Assistive Technology: Federal Laws and Regulations. Retrieved from http://www.ndrn.org/en/issues/assistive-technology/292-assistive-technology-federal-law-and-regulations.html • Reading Rockets. (2014). Assistive Technology for Kids with Learning Disabilities. Retrieved from • http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

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