AT is any device or service that helps a student with a disability to meet his or her individualized
education program (IEP) goals and to participate in the general education setting to the greatest
possible extent. More simply, AT improves the functional performance of an individual with a
disability. Students can utilize assistive technology to:
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Communicate
Perform academic tasks
Participate in social and extracurricular activities
Move or travel around the school
Use proper seating and positioning
Access materials
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.
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA '04) defines an assistive
technology device as "any item, piece of equipment, or product system, that is used to increase,
maintain, or improve the functional capabilities of a child and specifically excludes a medical device that
is surgically implanted or the replacement of such device" (e.g., a cochlear implant). Assistive
technology, therefore, might be something as complex as a hand-held electronic magnifying instrument
or as simple as a specialized rubber pencil grip.
(Authority: 20 U.S.C 1401(1) or IDEA Amendments of 2004. P.L. 108-446, 20 U.S.C. S 1400 et seq., 300.5)
Web Resources
AbleData. (n.d.). "Products." Retrieved on July 22, 2010, from
http://www.abledata.com/abledata.cfm?pageid=19327
AbleData is a center that assesses and compiles information about assistive technology products to help c
consideration and acquisition process. On hand here are products (which AbleData does not sell or distr
Hard of Hearing," "Education," and "Seating," among many, many others.
Atomic Learning. (2010). Integrate assistive technology in general education: A quick
reference guide. Retrieved on July 21, 2010, from
static.atomiclearning.com/eastwood/files/assistivetech_ebook.pdf
This stripped-down version of the how-to's of AT implementation will prove useful to those acclimating th
on creating a common vision and developing AT skills.
Bakken, T., & Kunz, M. (2009). AT for reading, writing and math. PACER Center Assistive
Technology Training Series Webinar presented on June 2, 2009. Retrieved on July 21, 2010, from
http://www.pacer.org/webinars/ATforRWM/Presentation%20Handout.pdf
This entry in the PACER Center's Assistive Technology Training Webinar Series covered topics such as "
Creation Software," among many others. A valuable resource for those beginning the search for various
student needs.
Bowser, G., & Reed, P. (2007). Hey! Can I try that: A student handbook for choosing
and using assistive technology. Retrieved on March 20, 2012, from
http://www.wati.org/content/supports/free/pdf/HeyCanITryThat08.pdf
This helpful and conversant resource will prove quite useful to students who have questions about which
to successfully go about using them. Complete with helpful examples, Hey! Can I Try That? includes also
to determine what their instructional issue is and how to go about addressing it, and a number of useful q
Edyburn, D. L. (2009, December 29). Top 2009 articles on special education technology that
you must read. Retrieved on July 22, 2010, from
https://pantherfile.uwm.edu/edyburn/www/top2009.html
Dr. Dave Edyburn has complied a useful bibliography of what are, in his estimation, the must-reads of 20
education.
Hartsell, K. (n.d.). Considering assistive technology for students with disabilities.
Georgia Project for Assistive Technology (GPAT).
This online resource (unfortunately no longer available) includes information about quality indicators fo
possible AT outcomes.
Minnesota Department of Children, Families & Learning. (2003). Minnesota assistive
technology manual. Division of Special Education. Retrieved on July 21, 2010, from
http://education.state.mn.us/MDE/Learning_Support/Special_Education/Evaluation_Program_Planning_S
This comprehensive manual can serve as both an introduction to assistive technology for new comers and
hand is a list of recommended competencies, as well as guidelines for the consideration of AT and an ass
Texas Assistive Technology Network. (2006). The Texas 4-step model: Considering assistive
technology in the IEP process. Presentation slides. Retrieved on July 21, 2010, from
http://www.texasat.net/default.aspx?name=trainmod.consideration
These presentation slides developed by the Texas Assistive Technology Network provides a step-by-step g
assistive technology. Included is an overview of the legal development of assistive technology requiremen
assistive technology.
University of Washington. (n.d.). Do-It: Disabilities, opportunities, internetworking, and
technology Web site. Retrieved from
http://www.washington.edu/doit/
This Web site is a clearinghouse of all things related to the use of technology among individuals with disa
well as extensive links to resources on topics such as "Accessible Technology" and "Universal Design for
U.S. Department of Education. (n.d.). Family information guide to assistive technology.
Retrieved on July 22, 2010, from
http://www.osepideasthatwork.org/parentkit/37_6_addinfo.asp
This comprehensive toolkit on assistive technology considers a multitude of subjects and includes a usefu
place to start for those looking to pursue more information about assistive technology in the classroom an
pages
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