Assistive Technology in Special Education: Benefits and Examples

Assistive technology (AT) plays a crucial role in special education, providing students with disabilities the tools they need to succeed academically and participate fully in the learning environment. It encompasses a wide range of devices, equipment, and software designed to support students with diverse needs.

Understanding Assistive Technology

At its core, assistive technology refers to tools, devices, equipment, and software designed to support students with disabilities. Contrary to the assumption that assistive technology involves complicated devices that require significant training, the equipment used can range widely in complexity. The Individuals with Disabilities Education Act (IDEA, 2004) defines assistive technology (AT) as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." This broad definition includes various items considered assistive technology devices and services.

An assistive technology service is defined by IDEA 2004 as "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device." (§1401(2)). Assistive technology consists of devices and services. An assistive technology device is an item or piece of equipment that helps a person with a disability increase, maintain, or improve a student’s functional capabilities. Assistive technology devices can be high-tech or low-tech. An assistive technology service is any direct assistance to the student with a disability in the selection, acquisition, or use of the assistive technology device.

Benefits of Assistive Technology in Special Education

Assistive technology offers numerous benefits for students with disabilities, enhancing their learning experience and promoting inclusion.

Increasing Accessibility and Inclusion

Assistive technology devices make educational materials more accessible to all students, regardless of their specific challenges. Whether a student is hearing impaired or has difficulty speaking, AT can bridge the gap and ensure they can access the curriculum. Children with disabilities have the right to participate in everyday activities with their typically developing peers. AT helps students who have disabilities learn the material in a way that they can understand it. AT helps eliminate barriers students may face that prevent them from being at the same level as their classmates.

Read also: Disabilities and Technology

Promoting Engagement

Before having assistive technology in the classroom, some students struggled to participate in the entirety of the day’s lessons. For example, non-verbal students might have been less likely to engage in an activity that involved speaking with their peers. Assistive technology increases a student’s opportunities for education, social interactions, and potential for meaningful employment. It also supports a student’s participation in learning experiences in the least restrictive environment.

Preparing for Future Careers

From operating the cash register at the checkout counter to utilizing GPS systems for deliveries, most modern professions rely heavily on technology. By using assistive technology, students with disabilities can develop the skills they need to succeed in the workplace.

Fostering Independence and Motivation

Students with disabilities are often dependent on teachers or parents to help with academic tasks. Assistive technology can allow these students to complete academic tasks on their own. After repeated failures, students with disabilities tend to lose their motivation. When provided with needed supports, however, such as assistive technology, these students are more likely to succeed. The use of AT can help students to more effectively access learning and thus have a greater chance to acquire these important skills.

Types of Assistive Technology

There are numerous types of assistive technology, each tailored to meet the specific needs of students with disabilities. Assistive technology needs for each student will vary. The criteria will also be unique to each student, depending on the desired goal. High-tech or low-tech, there are plenty of assistive technology tools to help kids.

Communication Aids

Speech-to-Text Software: On the other hand, some students encounter writing challenges due to issues related to motor skills.
Text-to-Speech Software: Often used on computers, laptops, tablets, and cell phones, text-to-speech software helps students convert written text into spoken words.
Augmentative Communication: Students with complex communication needs have difficulty communicating with peers and adults within their environments. Many of these students need a means of supplementing their communication skills. A range of low technology to high technology solutions are available including: Object based communication displays, Picture communication boards and books, Single message and multi-level multi-message voice output devices, Computer based communication devices.

Tools for Improving Motor Skills

Keyboard Adaptations and Emulators: These are alternatives to using standard keyboards.
Writing Supports: If a child has trouble with writing, try using plastic pencil grips, a slant board, or a computer. Basic word processing programs come with features that can help with spelling and grammar issues.

Visual Aids

Reading Guides: Reading guides are helpful tools for kids who have trouble with visual tracking or who need help staying focused on the page.
Enlarged Paper/Workspace: If a child has trouble with writing or organizing their ideas, writing their answer in smaller spaces may be tricky. Worksheets with larger paper or more space between questions is a low-tech way to help kids show their thinking.
Vision Aids: Assistive technology to access printed information and provide a means of producing written communication.

Hearing Aids

Assistive Listening Devices and Systems: For students with hearing loss, these devices amplify sound and speech.
Hearing: Assistive technology to amplify speech and other auditory signals or that provide an alternative to the auditory modality. These include assistive listening devices that amplify sound and speech both in the classroom and home environment, text telephone (TTY), closed captioning devices, real time captioning, and environmental aids that support independent living skills such as a light to alert an individual to phone or doorbell sound.

Learning and Academic Aids

Calculators: If a child is having trouble with math, a calculator may help. There are even large-display calculators and talking calculators. A talking calculator has built-in speech output to read the numbers, symbols, and operation keys aloud.
Graphic Organizers: Graphic organizers can be low-tech. There are many different designs you can print out that can help kids organize thoughts for a writing assignment.
Academic and Learning Aids: Simple to complex technologies to enhance student participation and achievement in all academic areas.
Accessible Educational Materials (AEM): Specialized formats of curricular content that can be used by and with learners who cannot access print in a traditional manner. Accessible formats include Braille, audio, large print and digital text.

Classroom Tools

Interactive Whiteboards: An interactive whiteboard connects to a computer and projector, functioning as a touchscreen device.
Timers: Wristwatches, hourglass timers, and apps can help kids who have trouble with pacing.
FM Listening Systems: Frequency modulation (FM) systems can reduce background noise in the classroom and amplify what the teacher says.

Computer Access and Instruction

Computer Access Technology: Offers a method of input other than the standard computer keyboard and mouse.
Software and Hardware: That modify the visual and sound output from the computer.

Aids for Daily Living

Adapted Eating Tools: Such as a scoop bowl, cut out cup.
Ramps or Stair Lifts

The IEP and Assistive Technology

Under the Individuals with Disabilities Act (IDEA) Amendments of 1997 and subsequent revisions, the team that develops an Individual Education Plan (IEP) for a child must consider whether the child requires assistive technology devices and services. If determined by the Individualized Education Program (IEP) team to be necessary for the student, federal and state special education laws include assistive technology devices and/or services among the services that local education agencies must provide for a student with a disability at no cost to parents. The IEP team always should consider a student’s need for assistive technology. If a student, parent, teacher, or other member of the IEP team notices that assistive technology is not being considered and believes it should be, the person should raise the concern at the annual IEP meeting or request a meeting to discuss the assistive technology.

Read also: Applying to Georgia Tech: GPA

The IEP should include a statement of the special education and related services and supplementary aids and services to be provided to the student. The school should provide assistive technology in the home if the student requires the use of the assistive technology in the home to receive FAPE. For example, if the student needs an assistive technology device to complete homework assignments, then the student should be allowed to take the assistive technology device home.

Key Considerations for IEP Teams

Evaluation: You can request an Assistive Technology evaluation in writing to your IEP team at any time.
Environments and Tasks: The team needs to consider carefully what environments the student accesses now, what are the tasks the student is required to accomplish, and what challenges does the student have in accomplishing the tasks.
Past Interventions: Once the area of educational need(s) has been identified, the team needs to review what has been tried in the past to address the need(s) of the student.
Ongoing Process: Consideration is an ONGOING PROCESS. It is important to remember that consideration of assistive technology and evaluating its role in the education program of a student is an ongoing process.

Funding and Provision of AT

If assistive technology devices and services are specified in a student's IEP, it is the school district's responsibility (or charter school) to supply them as soon as possible. A district must provide a device for use at home if necessary for FAPE. A school may access alternative funding sources to defray costs of assistive technology devices and services. IEP teams may not deny AT to students, based upon cost alone.

Accommodations vs. Assistive Technology

It is important to understand that accommodations do not change what students learn but rather how they access what they are supposed to learn. Second, though all AT devices are classified as accommodations, not all accommodations are categorized as AT. As you can see, accommodations come in a variety of forms and can be used to address a wide number of the issues experienced by students with disabilities.

Addressing Misconceptions about Assistive Technology

Although many students with disabilities can benefit from the use of assistive technology, teachers are sometimes hesitant to provide these necessary tools. Often this reluctance is based on a few, quite common misunderstandings and misapprehensions.

Equality vs. Equity: With the best of intentions, educators often strive to promote equality-giving every student precisely the same thing. When they do so, however, educators inadvertently limit the opportunities of students with disabilities to access learning.
Dependence: Students with disabilities are often dependent on teachers or parents to help with academic tasks. Assistive technology can allow these students to complete academic tasks on their own.
Skill Acquisition: On the contrary, the use of AT can help students to more effectively access learning and thus have a greater chance to acquire these important skills.

Universal Design for Learning (UDL)

Universal design is a concept that was first utilized in architecture to create buildings and materials accessible to people with disabilities. Curb cuts, ramps, and doors that open with a switch are all common features of universal design. IDEA uses a universal design definition from the Assistive Technology Act of 1998 (Section 3(17)). Universal Design for Learning (UDL), is a framework that schools can use to identify products, services, and technology that can help them quickly adjust instructional materials to match a student's specific needs. Furthermore, technology and digital media are crucial components of UDL because they provide teachers with the tools they need to provide various materials and resources.

Read also: ISTE Standards Explained

Resources for Assistive Technology

The Assistive Technology Center Located at Advancing Opportunities: Provides workshops and trainings to help teachers, school personnel, parents and employers learn about what kinds of technology are available and how to implement them.
Educational Technology Training Centers (ETTCs): These are located in many states and offer educators professional development opportunities in the area of technology.
National Assistive Technology in Education Network (NATE Network): A variety of assistive technology resources are listed here.
Iowa COMPASS - Iowa's leading source of information on assistive technology and disability services.
The Easter Seals Iowa Assistive Technology Program - Helps Iowans learn about and access the assistive technology they need as part of their daily lives to learn, work, play, and participate in community life safely and independently.
WATAP: Offers information and referrals to family members, employers, employment service providers, educators, health care providers, social service providers, and others seeking assistive technology services and knowledge.

tags: #assistive #technology #in #special #education #benefits