Assistive technology for
a variety of disabilities
Barbaralyn Harden, M.S., C.C.C.-SLP
Cat McGovern-Zlotek, M.S., OTR
What Is Assistive Technology?
“...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 individuals with
disabilities.” (IDEA)
•Just about anything which would assist
individuals with a disability
•All student’s having an identified disability
must be considered for assistive
technology needs.
Assistive Technology Determining
Adaptations or Accommodations
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Physical access adaptations
Cognitive accommodations
Vision & hearing support
Communication support
Curriculum accommodations &
modifications
• Literacy and Math support
– Testing accommodations
• Organizational supports
Adaptive Switches
• Provides physical or cognitive
accommodation
• Various designs for use with
any intentional physical action
• Provides access to toys,
augmentative communication
devices, computer technology,
& Environmental control
(lights, appliances, entire home, phone)
Simple supports for cognitive
& organization issues
Picture or
Text
Schedules
Stop Watches
or Timers
Planners
Visual Timers
High tech supports for cognitive &
organization issues
Voice Organizers
PDA’s
Smart phones
Full function
watches
Beepers and
countdown timers
Simple academic supports
• “Cards”: Wait card, social rules card, activity cards, turn
taking card, all done, first: then
• Magnetic poetry and cookie sheet
• File Folder Activities
• Blocks for words
Software for academic supports
– Talking Word processor
– Writing with Symbols or
Boardmaker symbolator
– Kidspiration/Inspiration
– Word processor with spell
checking
– Word prediction
– Organizers – electronic
notebooks & planners
– Learning Games
Kidspiration
Kurzweil 3000
CoWriter
Simpler supports for reading
Highlighter Pen with flags
Highlighter Tape
Mono Highlighter
Larger Font
Reading Pen
Line magnifiers, rulers
Assists for visual tracking
Low tech supports for writing
• Pencil Grip
• Slant Board
• Holding a bead in writing
hand
• Raised line paper
• Ruler taped to writing
surface
• No slip writing surface
Software Tools for Literacy Support
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Basic word processor w/spell check
Concept mapping (Inspiration)
Word prediction software
Speech recognition software
Interactive books and video
Digital organizers/notebooks (One Note, Evernote)
NIMAS / BookShare digital books
– Scanner with optical character recognition
– e-text, e-books
Assistive technologies for
physical disabilities
Alternative
keyboards
SipNPuff Switch
Head Mouse
Voice
Recognition
Adapted Device Access:
Keyboard & Mouse Emulation
- o - - - - - o
o - o
- - oo
o o
Switches
On-screen keyboards
o
Morse code
input
Joysticks
Adapted
keyboards
Head
Pointers
Mouth
Sticks
Speech
recognition
Supports for cognitive, vision or
hearing Impairments
Braille e-book
reader &
Embosser
Apps - specially designed
for individuals with
hearing or vision
impairment
TTY
Dedicated Speech
Generating Devices (SGD’s):
• Speech output may be digitized
(digitally recorded) or
synthesized (electronically
generated from text).
• Messages are assigned to keys to
which picture or word labels can
be attached.
• The user selects a message to be
spoken either by direct selection
or through scanning.
• Message duration ranges from 1
second to a minute or more.
Non-speech generating devices
eye point board
PODD
PODD
Speech Generating Devices (SGD’s)
Light Tech
•Limited memory
•Limited keys or message pads
•Low expense
•Usually based on “one key = one
phrase based message”
Communication
Builder
GoTalk
20
Intermediate SGD’s
• Somewhat larger memory (often handles more than 100
word vocabulary)
• Multiple key display (usually 32 or less with levels)
• Usually does not have text to speech
• May be a device a child “grows through” on the way to
developing skills for a more sophisticated system
High Tech SGD’s
Prentke Romich
Eco and Essence Series
My Tobii
Eye-gaze
Dynavox
Non-dedicated Devices
• Computer platforms
– Through software can do most tasks
presented, including communication
• AAC devices over computer platforms
– AAC is top software, but can also get to
computer based software (writing, Internet, etc)
• iPad, iPod Touch, smart phones
– With apps can do all tasks presented & then
some!
iPad, THE Game Changer:
Why?
• Light weight and portable
• Quick immediate access
• Ease of access to apps, music, videos,
games, work tools and Internet
• Consistent methodology across programs
• Responsive, expandable touch screen
• Wide range of apps and low pricing
• It’s a toy & a tool!
iPad Access Options:
Limited!
• Works with touch and onscreen keyboard
– Not mouse driven cursor, but touch capacitor
• Alternate blue tooth keyboards – full size
and mini’s, no expanded keyboards
• Switch access – limited, program specific
• Assists – Assistive touch, voice over,
magnify, enlarged text/visuals
• Apps - Word prediction, handwriting,
voice recognition, recording
iPad: What can it DO?
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Cause and effect
Interactive music and books
Learning games
References
Organizational supports, visual schedules
Parents supports
Communication
Writing AND reading supports
Internet
Modeling communication
AIDED STIMULATION is a process in which the
Facilitator points out picture symbols on the
child's communication display in conjunction with
his/her ongoing verbal language stimulation. The
type of communication display employed by the
child is irrelevant to the process.
Goossens', C. & Elder, P. October 1988, SEACC
Create Opportunities
Speaking partner tend to control the interactions by
taking more turns, talking more per turn, initiating most
of the topics of conversation, and asking questions
frequently.
Students who use augmentative communication systems
typically have few opportunities to communicate.
They take fewer turns. They seldom initiate
interactions. Instead, they typically occupy a
respondent role replying to their partner’s questions
with yes/no responses or single word replies.
Janice Light (1990)
SETT: An Evaluation &
Implementation Strategy
S - Student
E - Environment
T - Task
T - Tools
Remember…
If you are creative, it is likely you
can do what you want
… you may
just need a
little
adaptation
How to contact us
Barbaralyn Harden, M.S., C.C.C.-SLP
Cat McGovern-Zlotek, M.S., OTR
CDRC-Eugene
Contacts:
harden@ohsu.edu
mcgovern@ohsu.edu