Assistive Technology: An Overview
Assessment
Please answer the questions below. If you have difficulty answering them, go back and review the
Perspectives and Resources pages in this module.
1. Name at least three items that could be considered AT and
describe how those devices could support a student with a
disability in the classroom.
A portable Daisy reader can be used to read textbooks and other
readings independently. Some computers have the ability to read items
such as tests and worksheets to the student. A portable keyboard device
is considered an assistive technology device because it helps a student
write notes and type their assignments. Portable keyboards can be
connected to a printer to allow students to remotely turn in
assignments. In addition, the student could use graphic organizer
software to help them organize his thoughts and ideas. Another device
that could assist a disabled student is a hand held tape recorder. This
audio recorder could be used to help a student record their thoughts and
ideas if they have difficulty writing. A student wearing earphones reads
along in a print book while listening to a recording of the text. Students
use audio books to listen to recorded versions of a book on audio devices
such as iPods, CD players, or MP3 Players. Students can manipulate a
joystick input device to help put information into a computer more easily.
2. Explain two reasons why it is necessary to consider AT for
students with disabilities.
It is necessary to consider AT for students with disabilities. AT
improves the functional performance of an individual with a
disability because the student can utilize assistive technology to
communicate, perform academic tasks, participate in social and
extracurricular activities, move or travel around the school, and use
proper seating and positioning and access materials more easily.
When AT is appropriately integrated into the general education
classroom, students are equipped with multiple means to complete
their work and meet their educational goals.
3. Why is it important to consider both AT devices and
services?
It is important to consider both AT devices and services because
they help a student with disabilities meet their individualized
education program goals and participate in the general education
setting to the greatest possible extent.
4. Describe three responsibilities of the Implementation Team.
The implementation team, which usually consists of teachers, related service
providers and parents, determines whether a student’s educational needs can
be met through assistive technology or through other accommodations. They
are responsible for orchestrating an implementation plan to develop the
student’s IEP goals and objectives. Once the plan is in place, they continue
collecting data, monitoring, reviewing, discussing and evaluating the
student’s plan to make sure the student’s IEP goals and objectives are being
met with the AT devices and services outlined on their plan. It is important
to have team member who is knowledgeable about the variety of services
and devices available, provide information to other team members about
potential AT options and be prepared to search for and identify new AT
options. Here is an example of an IEP team meeting: They begin by looking
at the student’s implementation plan and daily schedule to determine where
the child is going to be that day and decide what the goal(s) are for each
class. Often a matrix is created down the left side of the page describing the
different contexts or student’s environments the student will attend that day
and list all of the goals on top of the page. This matrix helps all of the
teachers know what assistive technology devices will be used in each
classroom and to ensure the student’s goals are met throughout the day.
General Educators are responsible for implementing the assistive technology
in the classrooms. General Educators along with specialized teachers help
determine what technology is going to use in each classroom to help the
student accomplish their goal(s).
5. List three outcomes the Implementation Team can determine
by evaluating a student’s assistive technology.
Three outcomes that the Implementation Team can determine by
evaluating the student’s assistive technology are as follows:
The student continues to use the assistive technology routinely because of
continued success.
The student needs more training or AT services because they are not getting
adequate support.
The student is not using an appropriate AT device and therefore, a new
device should be identified.
6. Imagine you are a seventh-grade general education language
arts teacher and a student in your class has an upcoming IEP
meeting. What types of information should you gather ahead
of time to contribute to the discussion of the student’s AT
needs? Name at least four.
In order to contribute to the IEP meeting I would follow my
school’s systematic plan to ensure that AT is considered and I
would begin by gathering information from everyone that works
with my student. I would give his additional teachers, related
service workers, as well as his parents an assistive technology
assessment such as the Wisconsin Assistive Technology Initiative
(WATI) Consideration Guide and ask them to complete and return
it to me so I can collect data to present to everyone at the
upcoming IEP meeting. My goal is to find out his level of
functioning, his strengths, areas of need, strategies and
accommodations that have been tried, such as remediation and
compensation, were they successful or otherwise, as well as the use
of any assistive technology devices or services. This data will help
determine what the next step is and provide us with the necessary
information on how to proceed to best meet the student’s needs so
he is successful in meeting his educational goals.
7. During the meeting suggested in the example above, the IEP
team recommends AT for the student. As a general education
teacher, describe your role in the AT implementation and
evaluation processes.
As the general education teacher I am responsible for implementing the
assistive technology in the classrooms. It is my responsibility to be well
informed of the legal requirements regarding the AT devices and services
and familiar with the need for AT among students with disabilities so I can
support their implementation that best meets the needs of my students. I
would gather the IEP team and we would use the AT guidelines established
by the state or district to help us develop a written plan or adopt and/or adapt
an existing form such as, The National Assistive Technology Research
Institutes Assistive Technology Implementation Plan, which helps guide the
AT implementation and ensure that activities related to AT are being
completed. The IEP team and I would review the results, of the WATI and
any additional information gathered and discuss the findings, to develop the
goals and objectives for my student. The results help us determine what AT
devices and services will be used in each classroom. We would also discuss
how to use AT devices and services at home and in the community, how the
student, teachers, and parents will be trained as well as how AT will be
monitored and evaluated. Once the plan is developed and implementation
has begun, I would help designate a point of contact in each classroom to
obtain and customize the equipment or software and determine the
classroom implementation, match the student with the appropriate AT
device(s) and or service(s), and consider tasks and the environment. The
general educator along with the IEP team begins monitoring and troubleshooting to ensure that the student is receiving the maximum benefit from
AT. As the general educator it is my job to remind my classroom teachers
that resources and support are readily available and are listed on the
implementation plan that we created. I would continue to meet with the IEP
team to discuss the information gathered in each classroom to determine if
the AT devices and services are working and meeting the needs of my
students and are the devices being used wisely. As the general education
teacher, I would measure the AT outcomes based on the classroom-based
content related to the student’s expected performance. If the devices or
services are working, the team and I could decide on whether to purchase or
lease the device. If AT is not working, the team and I must figure out where
the problem lies, be it inadequate training or a mismatch piece of equipment,
and we must solve the problem and find the appropriate AT. Once the proper
AT is found and has proven to be beneficial, continual monitoring is needed
to determine whether assistive technology is used routinely with success, is
only used intermittently, which raises question of actual benefits, or has it
been abandoned altogether. It is my objective as the general education
teacher along with help from my specialized teachers, to help determine
what technology is going to use in each classroom to help our students
accomplish their goal(s).