Assistive Technology
Assistive Technology Services
Assistive Technology Devices
Considering Assitive Technology
Tips for teachers
Services
Evaluating and Decision Making
Assistive Technology
The Consideration Process
Tips for teachers
Implementing Assistive Technology
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
Though it is common for people to associate the term with expensive, high-tech equipment, in fact, assistive technology comes in many forms: big and small, simple and complex, expensive and free.
Encourage AT use
Whether a student is able to succeed using assistive technology depends not only on the student’s having access to a device but also on having access to the necessary supports or services.
Assistive technology supports and services that are specified in the federal definition of assistive technology services include:
Evaluating the student’s need for a device
Buying, leasing, or acquiring the device
Selecting, fitting, adapting, repairing, or replacing the device as needed
Coordinating the services for a student who uses a device (e.g., therapies, education)
Providing training or technical assistance to the student, family, teachers, or others involved in the use of the device
The selection of appropriate AT devices and services is critical to a student’s success and necessary if the student is to benefit educationally.
The IEP Team: it is important to have a person on the team who is:
Knowledgeable about the array of available AT devices and services
Able to provide information to other team members about potential AT options
Prepared to search for and identify new AT options
A guide should assist the team in their discussion about the student's:
Level of functioning
Strengths
Areas of need
Strategies and accommodations that have been tried, successful or otherwise
Use of AT devices and services
Once the IEP team determines that AT is necessary, many schools develop written plans or adopt or adapt existing forms, such as the one below.
Other resources available to teachers include:
Regional and state assistive technology lending libraries lend devices and may provide training.
Websites:
Closing the Gap’s Solutions answers common questions about assistive technology products, costs, availability, and how to use.
Abledata provides information about thousands of assistive technology equipment and how to contact vendors.
Listservs and forums:
LD OnLine offers opportunities to participate in discussions regarding assistive technology services for students who have learning disabilities in school settings.
The Center on Technology and Disability provides free online webinars and discussions on assistive technology best practices and other useful resources. Participants are also invited to read transcripts of archived discussions.
Some of the information that should be collected includes:
Student feedback to determine whether the student likes the AT and feels that it is helpful
Observations to establish whether the student uses the AT and appears engaged and interested in using the device
Performance data to determine whether the AT helps the student to perform the intended task(s)
Understand the student's needs:
Know the student’s strengths and weaknesses.
Attend meetings (e.g., IEP meeting, AT Team meeting) to share information and consider the student’s AT needs.
Participate in AT training to learn about the student’s AT.
Understand how AT helps support a student’s IEP goals and objectives.
Recognize that some AT will be simple to implement in the classroom, whereas other types may be more difficult to implement or might require more time to learn how to effectively use.
Allow the student to practice with a new device using skills that come easily to him or her, only then moving to more difficult skills. In this way, the student is not both struggling with the academic content and learning to use a new device at the same time.
Be aware that students using AT may require more time to complete instructional tasks.
Understand the ways in which the classroom environment can affect the student’s successful use of AT. For example, use of the classroom computer may require prior consideration for structuring a small-group activity.
Take note whether AT is isolating the student from his or her peers.
Regularly monitor the student’s progress.
Learn how to use the student’s AT device(s).
Incorporate AT into the regular school day.
Create a to-do list to make sure that the AT is ready for use.
Set up the AT in easy-to-access locations in the classroom.
Familiarize the entire class with the AT and explain why certain students need to use it.
Make time for students to become familiar with equipment.
Assign buddies as needed (e.g., the student may need assistance putting on headphones).
Collaborate and Communicate
Seek support from knowledgeable individuals (e.g., information technology specialist, other educators, family members).
Use Websites, blogs, and listservs to find helpful answers to questions or to find out how others have successfully implemented AT in the classroom.
If the AT is not working for the student, communicate with the IEP team to consider new AT options.
Communicate with teachers and family members about what is and is not working.