Assistive
Technology
Presentation for Assistive
Technology
Facts about Assistive Technology
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With appropriate use of this technology, teachers have access to
valuable instructional tools which can be used to enhance student
learning and achievement for all students, including those with
disabilities. Instructional technology can be used to reinforce the
individualized educational programs which are provided through special
education programs.
Many students with disabilities also require assistive technology to
access instructional technology available within the classroom and to
benefit from their educational programs. These computer technology
solutions include adaptive input devices, adaptive output devices, and
adaptive software. This technology provides educators and students
with tools for active participation, achievement, and inclusion for
students with disabilities.
Today we will discuss frequently used computer-based assistive
technology solutions.
Introduction
Assistive Technology
Any device or process that
assists a person with a disability
to do something that would
otherwise be difficult or
impossible to accomplish.
Common examples of assistive
technology…….
•Hearing aids
•Wheelchairs,
walkers, canes
•Eyeglasses
Who Uses Assistive
Technology?
Students with….
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Sensory Impairments
Orthopedic Impairments
Learning Disabilities
Intellectual Impairments
Other Health
Impairments
Students with disabilities
including
•sensory impairment (blind or deaf)
•orthopedic impairment (reduced or
absent ability to move parts of the
body in a normal way, such as in
cerebral palsy.)
•learning disabilities
•intellectual impairments (mental
retardation)
•other health impairments (such as
muscular dystrophy)
Educational
Assistive Technology
These are the various categories of
assistive technology that our students
may use in the educational
environment…
Adapted Toys and Games
Aids for Daily Living
Devices to help students in their self-care, such as eating and dressing.
Examples:
a zipper pull for a student who has fine motor difficulties for dressing
a weighted spoon for a student who has impaired arm movements for self-feeding
Aids for Hearing Impaired
Students
Aids for Visually Impaired
Students
Augmentative Communication
Learning Aids
Computer Adaptations
The focus of the remaining portion of this presentation will be regarding computer adaptations.
For students with disabilities, it may be necessary to adapt the computer input system, the
computer output system, or use adapted software.
Computer Adaptations….
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Adapted Input Devices/Systems
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Adapted Output Devices/Systems
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Adapted Software
Computer Input Adaptations
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Adaptive Pointing Devices
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Hand-held pointers
Mouth sticks
Head pointers
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Keyboard Adaptations
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Key-guard
Tactile locator dots and cue stickers
Speech feedback
Keyboard Utilities
Have class go into control panel and experiment with the keyboard and mouse
settings. Talk about “who” might benefit from these modifications.
By slowing the repeat rate, a student will have additional time to “get off”
of the key, without getting repeat letters.
Sticky Keys allows a one-handed user to capitalize. When Sticky
Keys is on, the user will hit “shift” and then the next key will be the
shifted key.
Point out ability to slow mouse/cursor movement under “motion.”
Good for students with hand-eye dis-coordination.
Keyboard Alternatives
Enlarged keyboards
 Mini keyboards
 Touch screens
 On-screen keyboards
 Micro-switch interface
 Voice recognition software
 Braille input
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Mouse Alternatives
Trackball
 Trackpad
 Joystick
 Headmouse
 Mindmouse
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Adapted Computer Output
Utility Applications
 Screen Enlargement Programs
 Talking Word Processors
 Screen Reading Programs
 Braille Embossers
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Examples of Adapted Software
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Our goal as special educators is to facilitate use of regular
classroom software with special education students whenever
possible. However, there may be need for specialized software
to help our students compensate for their disabilities.
Federal Mandates
IDEA
 Section 504 of the Rehabilitation Act
 ADA
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These legislative documents mandate that students with special needs have a
free and appropriate education that maximizes their learning potential and them
gives them equal access to the learning environment. IDEA mandates that each
student in special education be considered for assistive technology. This
requires that educators be aware of assistive technology, who may benefit from
assistive technology, and what assistive technology can do for your students.
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ADA and Section 504 of the Rehab Act assure that all persons with disabilities
will have equal access to opportunities as the non-disabled population.
Americans with Disabilities Act ( ADA )
Public Law 101-336 [42 USC 12101]
The ADA prohibits discrimination on the basis of disability in employment, state and local
government, public accommodations, commercial facilities, transportation, and
telecommunications. The law has four sections, or “Titles”. Title I addresses employment,
saying that any employer who has 15 or more employees must offer “equal opportunity” to
employment-related activities. Title II applies to state and local governments, and insists that
people with disabilities be given equal access to public education, employment,
transportation, recreation, health care, and other areas under their control. Title III addresses
public accommodations that may be provided by private companies, including private schools,
restaurants, stores, hotels, doctors’ offices, etc. Title IV addresses assistive technology
specifically, as it requires that telephone companies provide the necessary services to allow
people who are deaf or hearing impaired to use telecommunications devices.
For more information about the Americans with Disabilities Act, you can go to the following
websites: http://www.usdoj.gov/crt/ada/cguide.htm#anchor62335
http://www.ada.gov
Individuals with Disabilities Education Act (IDEA)
The Individuals with Disabilities Education Act (IDEA) was initially passed in 1975 as P.L. 94-142. That law,
known as the Education for All Handicapped Children Act, or the EHA, guaranteed that eligible children and
youth with disabilities would have a free and appropriate public education (FAPE) available to them, designed to
meet their unique educational needs. P.L. 94-142 has been amended many times since passing in 1975, most
recently in 2004.
For more information about IDEA, you can visit the following website:
http://www.ed.gov/offices/OSERS/Policy/IDEA/index.html
Section 508 of the Rehabilitation Act
29 U.S.C. § 794d
Section 508 of the Rehabilitation Act requires that all electronic and information technologies developed and
used by any Federal government agency must be accessible to people with disabilities. This includes websites,
video and audio tapes, electronic books, televised programs, and other such media. Individuals with disabilities
may still have to use special hardware and/or software to access the resources. Section 508 does not apply to
the private sector or to organizations that receive Federal funds.
More information about Section 508 can be found at:
http://www.section508.gov/index.cfm?FuseAction=Content&ID=12
http://www.itpolicy.gsa.gov/cita
http://www.ataporg.org/itqa.asp
Assistive Technology Act of 1998
Public Law 105-394 [29 USC 2201]
The Assistive Technology Act, also known as the “Tech Act” provides funds to states to support three types of
programs:
•the establishment of assistive technology (AT) demonstration centers, information centers, equipment loan
facilities, referral services, and other consumer-oriented programs;
•protection and advocacy services to help people with disabilities and their families, as they attempt to access
the services for which they are eligible;
•Federal/state programs to provide low interest loans and other alternative financing options to help people with
disabilities purchase needed assistive technology.
For a list of state projects funded under the Tech Act, visit http://www.ataporg.org/stateatprojects.asp
Carl D. Perkins Vocational and Technical Education Act Amendments of 1998
Public Law 105-332 Section 1 (b) [20 USC 2302]
Schools are required to integrate academic, vocational and technical training, increase the use of technology,
provide professional development opportunities to staff, develop and implement evaluations of program quality,
expand and modernize quality programs, and link secondary and post-secondary vocational education.
Additionally, states must submit an annual report on how special populations, including persons living with
disabilities, engaged in vocational education are faring relative to the states’ performance goals.
http://www.ed.gov/offices/OVAE/CTE/legis.html
Fair Housing Act Amendments of 1988
Public Law 100-430 [42 USC 3604]
This legislation addresses non-discrimination issues for potential tenants with disabilities. It is unlawful to
deny housing to a renter/buyer because of a disability that the person may have. Owners must also make
reasonable exceptions to their policies to accommodate people with disabilities (i.e. - Seeing Eye dogs).
Tenants are also allowed to make reasonable access-related modifications to the property if necessary.
http://www4.law.cornell.edu/uscode/unframed/42/3604.html
The Hearing Aid Compatibility Act of 1988
Public Law 100-394 [47 USC 610 (b)]
This law requires that all telephone equipment manufactured or imported for use in the United States after
August 1989 be compatible with hearing aids.
http://www4.law.cornell.edu/uscode/unframed/47/610.html
The Television Decoder Circuitry Act of 1990, Section 3
Public Law 101-431 [47 USC 303 (u)].
The deaf and hearing impaired should have access to information and entertainment via television medium
to the fullest extent possible through technology. This law requires that new televisions with at least a 13inch screen must have the built-in capacity to display closed-captioned TV transmissions.
http://www4.law.cornell.edu/uscode/unframed/47/303.html
Telecommunications Act of 1996
Title I - Public Law 104-104 [47 USC 255]
This law requires that telecommunications equipment and services be accessible to and
usable by persons with disabilities.
http://www4.law.cornell.edu/uscode/unframed/47/225.html
Title III - Public Law 104-104 [47 USC 613]
Discusses rules on closed captions and video descriptions of video programming.
http://www4.law.cornell.edu/uscode/unframed/47/613.html
Federal Government Procurement of Accessible Information Technology
Public Law 105-220 section 408 [29 USC 794 (d)]
Individuals with disabilities cannot be excluded from the participation in, be denied the
benefits of, or be subjected to discrimination under any program or activity receiving
Federal financial assistance or under any program or activity conducted by any Executive
agency or by the United States Postal Service.
Workforce Investment Act of 1998
Public Law 105-220 (29 USC 701)
In the vocational rehabilitation process, this law defines technology and its use in job
planning, and acquisition and retention of people with disabilities.
http://www4.law.cornell.edu/uscode/unframed/29/701.html
Where do you go for help?
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Local school
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Special education teachers
Special education coordinator
Assistive Technology Examples
"The term assistive technology device means 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."
Variable speech control tape-recorder (VSC)
can help the individual who has difficulty processing
speech; it enables the user to play back audiotaped material
at a slower or faster rate than it was initially recorded
without the loss of intelligibility/voice quality. Increasing the
playback rate is helpful when reviewing lecture notes, as
well as for practice in strengthening listening skills; the
option to decrease the rate is helpful in re- listening to
taped textbooks, etc.
With the use of an OCR system with speech synthesis , an
individual with poor reading skills, yet strong receptive oral
language abilities, is able to read and, thus, comprehend
with greater ease. OCR systems provide a means for
directly inputting printed material into a computer and
displaying it on the computer screen. The input is
accomplished through a full-page scanner that scans an
entire page at once or a hand-held scanner that the user
moves across or down the page of material. Another
option available is the use of a hand-held wand that is
used to scan single words or phrases at a time. When used
with voice output , the scanned material can be read back,
thus creating what can be thought of as a "reading
machine."