What is Assistive Technology?
The Federal definition of Assistive Technology as quoted from public law is described 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 functional capabilities of
children with disabilities”.
Assistive technology includes computers, but it also refers to a number of other types of
accommodations and adaptations which enable individuals with disabilities to function more
independently. Computers are an important type of assistive technology because they open up
so many exciting possibilities for writing, speaking, finding information, or controlling an
individual's environment. But computers are not the only avenues to solving problems through
technology. There are many low tech (and low cost) solutions for problems that disabilities
pose. Examples of inexpensive, low tech solutions include wrist splints, clip boards for holding
papers steady, or velcro tabs to keep positioning pads in place.
What sort of students might use assistive technology?
Students who require assistive technology are those with mental or physical impairments that
interfere with learning or other life functions. The technology helps the student to overcome or
compensate for the impairment and be more independent in participating at school. Students
who benefit from assistive technology may have mild learning problems like learning disabilities
or they may have physical or cognitive disabilities that range from mild to severe. Assistive
technology is not necessary or helpful for every student in special education, but it is an
important part of the support system for many students with identified disabilities.
Isn't assistive technology appropriate only for students with more severe
disabilities?
Assistive technology is simply a set of tools that can be used to compensate for some deficit
that a person may have. For individuals with severe mental or physical disabilities, the
technological solutions can help to solve multiple and complex problems. But individuals with
less involved problems also can benefit from assistive technology. For example, individuals with
learning disabilities who have difficulty with reading or writing can benefit educationally from
using the word processing and voiced reading capabilities of computers.
When is assistive technology appropriate?
Assistive technology may be considered appropriate when it does any or all of the following
things:
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Enables an individual to perform functions that can be achieved by no other means
Enables an individual to approximate normal fluency, rate, or standards--a level of
accomplishment which could not be achieved by any other means
Provides access for participation in programs or activities which otherwise would be
closed to the individual
Increases endurance or ability to persevere and complete tasks that otherwise are too
laborious to be attempted on a routine basis
Enables an individual to concentrate on learning or employment tasks, rather than
mechanical tasks
Provides greater access to information
Supports normal social interactions with peers and adults
Supports participation in the least restrictive educational environment.
The following pages include several areas in which assistive technology is commonly utilized
and a continuum of devices arranged from no tech to high tech that may benefit students who
are having difficulty in those areas. These entries are not intended to be used as an exhaustive
list and should only be used as a guideline for what types of devices may be utilized to address
a particular need.
Computer Access
In order to participate in school tasks, some students require special devices that provide
access to computers or environmental controls. The first step in providing access is to
determine which body parts can be used to indicate the student's intentions. Controllable,
anatomical sites like eye blinks, head or neck movements, mouth movements may be used to
operate equipment which provides access to the computer. Once a controllable, anatomical
site has been determined, then decisions can be made about input devices, selection
techniques (direct, scanning), and acceleration strategies (coding, prediction). Input devices
include such things as switches, alternative keyboards, mouse, trackball, touch window, speech
recognition, and head pointers. Once computer access has been established, it should be
coordinated with other systems that the student is using including powered mobility,
communication or listening devices, and environmental control systems.
Alternative and Processing Computer Access Methods
Input
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Alternate
keyboards
Interface devices
Joysticks
Keyboard
modifications
Keyboard additions
Optical pointing
devices
Pointing and typing
aids
Switches with
scanning
Scanners & optical
character
recognition
Trackballs
Touch screens
Voice recognition
Processing
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Abbreviation/expansion and
macro programs
Access utilities
Menu management programs
Reading comprehension
programs
Writing composition programs
Writing enhancement tools (i.e.
grammar checkers)
Output
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Braille displays
and embossers
Monitor additions
Screen
enlargement
programs
Screen readers
Speech
synthesizers
Talking and large
print word
processors
Access can also refer to physical entrance and exit of buildings or facilities. This kind of assistive
technology includes modifications to buildings, rooms and other facilities that let people with
physical impairments use ramps and door openers to enter, allow people with visual disabilities
to follow braille directions and move more freely within a facility, and people of short stature or
people who use wheelchairs to reach pay phones or operate elevators. Accessibility to shopping
centers, places of business, schools, and recreation opportunities are possible because of
assistive technology modifications.
Assistive Technology for Access
Tools to aid students who have difficulties in accessing communication, learning tools, or
engaging in classroom or home activities.
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Adapted common tools (e.g., big pencils)
A roller-ball (or tracker-ball) pointing device with a separate button for clicking
Adapted handles (e.g., pencil grips)
Scotch tape to hold paper in place, Velcro, slant borders
Adapted book-page turners or fluffers
Adapted paper (different sizes)
Built-up stylus
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T-bar to assist with typing
Switches
Head pointers
Joysticks
Adapted mouse
Typewriter
A mouth stick to press keys on the keyboard
Foot pedals or hardware switches instead of a mouse to operate a technology device
Arm support
Slant board
Tilt board
Book holders
Key guards
Onscreen keyboards
Touch-sensitive colored lights
Voice input or output devices
Voice-recognition software (turns the spoken word into the typed word)
Eye-controlled computer-input devices
Computer-access modification software or hardware
Touch window
Portable word processor
Word-completion utilities
Adaptive switches (primary mouse)
Alternative keyboards (e.g., keyboards with easy access, touch keyboards)
Keyboards with accessibility options to input or encode text
Device Continuum for Computer Access
Positioning of the student
and equipment
Eye Gaze
Morse Code
Standard
Keyboard/Mouse with
accessibility/access
features built into the
operating system
Voice Recognition
Software
Switch Access
Standard
Keyboard/Mouse with
Adaptations
Onscreen Keyboard
Rate Enhancement
Alternate
Keyboard/Mouse
Writing – Motor Aspects
Students are required to produce written material (e.g. tests, worksheets, and essays) to
demonstrate what they have learned. Handwriting instruction begins prior to kindergarten and
continues through first and second grade. Penmanship is practiced through the third and fourth
grade with keyboarding instruction starting at or before the fourth grade in most curricula.
Technological advances have made alternatives to handwriting available, including
keyboarding, handwriting recognition and voice recognition. The majority of schools not only
have computer labs, but also computers within the classroom. Some classrooms designate an
area as a writing center that includes a computer with writing, visual-mapping, and outlining
software along with a variety of pens, markers, crayons, stamps and papers. This section will be
looking at assistive technology tools for the motor aspects of writing whether it be penmanship
or technology based.
Device Continuum for the Motor Aspects of Writing
Environmental
and Seating
adaptations
Portable talking
dictionary
Portable word
processor
Variety of
pencils/pens
Label maker
Computer with
accessibility
features
Computer with
voice recognition
software
Adapted
pencil/pen
Prewritten
words/phrases
Computer with
word processing
software
Computer with
word prediction
Adapted paper
Writing templates
Alternative
keyboards
Computer with
scanner
Writing –Composition
Writing is a complex process that involves both the physical mechanics of handwriting and the
cognitive component of organizing, creating or composing written material. A common concern
expressed by teachers, parents, and in some cases, the students themselves is “They have good
ideas but just can't get them down on paper.” Understanding the writing sequence and adding
supports as needed may help students. For others there may be alternate ways to share or
present what they know. The following tools may assist students in overcoming or adapting to
the writing obstacles they face.
Device Continuum for Composing Written Materials
Picture Supports to
write from/about
Abbreviation Expansion
Word Processing with
Digital Supports
Pictures with words
Digital templates
Talking Word
Processing
Words Cards/Word
Banks/Word Wall
Word prediction
software
Multimedia software
with alternative
expression of ideas
Pocket
Dictionary/Thesaurus
Word processing
software
(e.g., PowerPoint,
Inspiration)
Voice Recognition
software
Written Templates and
guides
Portable, talking,
spellcheckers/dictionar
y/thesaurus
Tools for citations and
formats
(e.g., Reference
Management in
Draft:Builder and
RefWorks in
Read/Write Gold)
Assistive Technology for Learning and Studying
Aids students with high-incidence disabilities (learning, behavior, or cognitive disabilities) to
increase, maintain, or improve their functional capabilities.
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Highlighting tape
Post-It notes
Picture schedule
Written schedule
Social stories
Written or picture-supported directions
Aids to help find materials (e.g., color tabs)
Editing devices: correction fluid (such as Liquid Paper or Wite Out) correction tape,
correction pen, highlight tape
Sentence windows
Graphic organizers to visually help in developing and structuring ideas
Single-word scanners (reading pens) or hand held scanners
Portable word processors
Talking word processors
Hand held computers
Voice-recognition products
Software for organizing ideas and studying
Electronic organizers or reminders
Word-prediction software (assists in spelling and sentence construction)
Multimedia software for production of ideas (e.g., PowerPoint)
Talking electronic device or software to pronounce challenging words
Graphic organizer software
Software for concept development, manipulation of objects, math computations
Portable word processor to keyboard instead of write
Closed-captioning television
Text-reading software
Tactile or voice-output measuring devices
The following areas greatly impact educational performance, but are often
outside the scope of services expected to be provided by a classroom teacher.
Whenever a concern exists in one of these areas, discussion should occur with
the appropriate service provider; Teacher of the Visually Impaired, Teacher of
the Deaf/Hard of Hearing, Speech/Language Pathologist, Occupational
Therapist, Physical Therapist, etc.
Assistive Listening
Much of the time in school, students are expected to learn through listening. Students who
have hearing impairments or auditory processing problems can be at a distinct disadvantage
unless they learn to use the hearing they have, or they develop alternative means for getting
information. Hearing problems may be progressive, permanent, or intermittent. Any of these
impairments may interfere significantly with learning to speak, read, and follow directions.
Assistive devices to help with hearing and auditory processing problems include: hearing aids,
personal FM units, sound field FM systems, Phonic Ear, TDDs, or closed caption TV.
Assistive Technology for Hearing: Aids students who are deaf or hard-of-hearing.
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Hearing aids
Signaling devices
Vibrotactile switch
Pictures, photographs, objects
Communication boards
Assistive listening devices (e.g., amplified phone system)
Phonic ear
Headphones (to keep the listener focused, adjust sound, etc.)
FM amplification systems (e.g., auditory trainer)
TDD/TTY for phone service
Closed-captioning television
Real-time captioning
CD-based (text)books, electronic books
Audio-voice amplification device for teachers
Telecaption decoders
Vibrotactile systems
Continuum for Individuals who are Deaf or Hard of Hearing
Hearing Technology
Alerting
Visual or
Vibrating Alerting
Devices
Communication
Telecommunication
supports (cell
phone/pager, amplifier,
TTY, captioned phone)
Real Time Captioning
Closed Captioning
(voice recognition, text
devices)
(FCC, DCMP)
Voice To Text/Sign
1:1
Communicators
Person to Person
(print copies, electronic
notetaking, handwriting
recognition devices)
Personal
Amplification
(pen/paper, texting
device, computer
w/webcam, portable
texting device)
Classroom/Group
Activities
FM
Infrared
Induction Loop
Visual Aids
Vision is also a major learning mode. General methods for assisting with vision problems
include increasing contrast, enlarging stimuli and making use of tactile and auditory models.
Devices that assist with vision include screen readers, screen enlargers, magnifiers, large-type
books, taped books, Braillers, light boxes, high contrast materials, thermoform graphics,
synthesizers, and scanners.
Assistive Technology for Vision: Aids students who are blind or have low vision.
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Eyeglasses
Large-print books
Books on tape
Magnifying glass
Slate and Braille stylus
Stencil
Tape recorder
Cassettes
Stereo headphones
Lighting contrasts
Adapted paper (e.g., raised surfaces, highlighted lines, various colors, sizes)
Pen lights
Calculator with large keys or large display
Talking calculators
Self-sticking notes (such as Post-It notes)
Highlighters
Color-blind aides
Braille writer (to take notes, store information, print in various formats)
Braille translation software (translates inputted text that can be Brailled)
Braille printer
Computer with speech output or feedback
Operating system special-accessibility options (screen enlargement, adjustment of
keyboard, sound, display, mouse)
Closed-circuit television
Computer-screen magnifiers
Letter- or word-magnification software
Glare-reduction screens
Talking electronic dictionary, thesaurus, spell checker
Video magnifiers
Voice-output screen-reading software
Voice amplification or voice projector
Screen readers
Computer
Access
Technology for Academic Areas
Expanded Core Curriculum
Computer
access
Reading
Writing
Math
Pictorial
Information
Note-Taking
Mobility
Color scheme
Glasses
High contrast
pen
Large print
measuring tools
(rulers,
protractors)
Enlarged format
Slate and stylus
Cane
CCTV
Tape or digital
recording device
Monocular
Large key
calculator
Models or
objects
Tactile
measuring
devices
Tactile graphics
Large operating
system features
Built-in
Magnification
Fully featured
magnification
Magnification
with screen
reader
Screen reader
Screen reader
with Braille
device
Color filter
Slantboard
Large print
Optical
magnifier
Electronic
magnifier
Portable word
processing
device
Typing with
audio support
Braillewriter
Abacus
CCTV
Monocular
CCTV with
distance camera
Typing with
Braille support
Talking
calculator
Electronic Braille
notetaker
Audio text
Computer based
reading software
Electronic Braille
notetaker
Tactile-audio
graphics
Voice
Recognition
Models or 2D &
3D geometric
shapes
Tiger embossed,
PIAF Tactile
representation
Computer-based
recording
software
Braille/talking
compass
Electronic
Travel Device
Electronic Braille
notetaker
GPS Device
Augmentative Communication
Every student in school needs some method of communication in order to interact with others
and learn from social contact. Students who are nonverbal or whose speech is not fluent or
understandable enough to communicate effectively may benefit from using some type of
communication device or devices. Communication devices include such things as symbol
systems, communication boards and wallets, programmable switches, electronic
communication devices, speech synthesizers, recorded speech devices, communication
enhancement software, and voiced word processing.
Assistive Technology for Communication: Aids students who have difficulty in communicating
effectively (i.e., they are unintelligible, have no or very little verbal skills, or have limited
language proficiency).
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Pictures, photographs, objects
Communication boards
Communication books
Eye-gaze or eye-pointing systems
Simple voice-output devices
Word cards or word manipulatives
Word window
Writing guides
Voice-output devices with levels
Voice output with icon sequencing
Communication software (allows for communication boards and visual displays)
Augmentative communication devices (visual display, printed or speech output)
Dedicated augmentative communication system
Text-to-voice and voice-to-text software
Talking word processing with writing support
Word prediction, abbreviation, or expansion options to reduce keystrokes
Software that allows communication via pictures and symbols
Head-pointing devices
Touch screens
Translating devices: voice language (e.g., English) to output different voice language
(e.g., Spanish)
Electronic and software dictionaries
Device Continuum for Communication
Concrete Representation
Communication System
with pictures, symbols,
letters and/or words
Simple speech
generating device
Speech generating
device with levels
Speech
generating
device with
dynamic display
Speech generating
device with icon
sequencing
Text based device
with speech
synthesis
Seating/Positioning
In the classroom, individuals with physical disabilities may need assistance with their positions
for seating so that they can participate effectively in school work. Generally, therapists try to
achieve an upright, forward facing position by using padding, structured chairs, straps,
supports, or restraints to hold the body in a stable and comfortable manner. Also considered is
the student's position in relation to peers and the teacher. Often, it is necessary to design
positioning systems for a variety of settings so that the student can participate in multiple
activities at school. Examples of equipment used for positioning are side lying frames, walkers,
crawling assists, floor sitters, chair inserts, wheelchairs, straps, trays, standing aids, bean bag
chairs, sand bags and so forth.
Device Continuum for Seating/Positioning
Standard
seat/workstation at
correct height and
depth
Modifications to
standard seat or
desk
Alternative chairs
Adapted/alternate
chair, sidelyer,
stander
Custom fitted
wheelchair or insert
Mobility
Individuals whose physical impairments limit their mobility may need any of a number of
devices to help them get around in the school building and participate in student activities.
Mobility devices include such things as self-propelled walkers, manual or powered wheelchairs,
and powered recreational vehicles like bikes and scooters.
Environmental Control
Independent use of equipment in the classroom can be achieved for students with physical
disabilities through various types of environmental controls, including remote control switches
and special adaptations of on/off switches to make them accessible (e.g. velcro attachments,
pointer sticks).
Robotic arms and other environmental control systems turn lights on and off, open doors,
operate appliances. Locational and orientation systems give people with vision impairments
information about where they are, what the ground nearby is like, and whether or not there is
a curb close by.
Self Care
In order to benefit from education, some students require assistance with self-care activities
like feeding, dressing, and toileting. Assistive devices which assist with self-care include such
things as robotics, electric feeders, adapted utensils, specially designed toilet seats, and aids for
tooth brushing, washing, dressing, and grooming.
Social Interaction and Recreation
Students with disabilities want to have fun and interact socially with their peers. Assistive
technology can help them to participate in all sorts of recreational activities which can be
interactive with friends. Some adapted recreational activities include drawing software,
computer games, computer simulations, painting with a head or mouth wand, interactive laser
disks, and adapted puzzles.