What
is Assistive Technology?
By
Sue Cusack, Technology Specialist, Institute for Community Inclusion
What
do Velcro, large button calculators and computers have in common? Let
me give you a clue: what happens when they are grouped together with
a pencil grip, a tape recorder, and a talking alarm clock? From name
stamps to laptop computers, these items reflect a small sample of tools
or devices that "assists" a person with a disability to do
something that might not otherwise be possible. The more formal name
for these tools and devices is assistive technology.
Assistive
technology sounds complicated, scientific, and expensive. Is this always
true? In most cases, the answer is no. Many assistive technologies are
commonly available in places like your supermarket or stationary and
hardware stores. Here are a few examples that may be useful to students
in your schools:
- PostIt™
flags can be used in textbooks to mark important information.
- Remote
doorbells found in hardware stores can be used to get someone’s
attention in another part of your classroom or school building if
you need assistance.
- For
some people, an inexpensive electronic organizer from a stationary
store can make all the difference in their ability to independently
keep track of their daily responsibilities in school.
- A trackball
may be just the right tool to support a student who is having difficulty
with a traditional mouse.
These kinds of solutions are simple, easy to find, and can easily be
incorporated into the classroom. While these solutions are simple, they
also represent a more proactive approach to meeting the needs of diverse
learners, particularly when incorporated into a district’s pre-referral
process, general education accommodations, or in support of a 504* plan.
What
are some of the other components of supporting students with assistive
technology? With changes in the federal special education law, IDEA
’97, all students must be "considered" for an assistive
technology evaluation. Many districts in Massachusetts have responded
to this mandate by forming assistive technology assessment teams. These
teams meet with the teacher, the student’s educational team, the
student and their family to identify appropriate technologies that support
the student’s access to and progress in the general curriculum.
Some of the team recommendations will be no-tech, low-tech solutions
like pencil grips or large button calculators; but for some students,
more complex solutions may be needed. Some of the more complex recommendations
may include the provision of text in digital format, an alternate keyboard,
or word prediction software. Whether the recommendation includes an
off-the-shelf device from your local hardware store, or a sophisticated
computer system, there are a few important things to keep in mind. The
student using the technology needs to be actively involved in the technology
decision, and trained in the use of the technology. Ongoing maintenance,
repair, and upgrading are also services that must be made available
to the technology user and their family.
This
may seem overwhelming, but there are local resources available to help
you explore all of your options, identify new alternatives, and connect
with other users.
