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Running head: ASSISTIVE TECHNOLOGY REPORT
Assistive Technology Report
Leah Osborn
EDF2022
Eastern Illinois University
March 10, 2005
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Today with some 43,000,000 Americans that have one or more physical or mental
disabilities, Congress has deemed it necessary to implement and mandate for the elimination of
discrimination against individuals with disabilities. Even with the advancements in the realm of
Special Education, discrimination against individuals with disabilities continues to be a serious
and pervasive problem. Discrimination is found in many areas of employment, housing, public
accommodations, education, transportation, communication, recreation, institutionalization,
health services, voting, and access to public services. These problems are so widespread and
prevalent that Congress declared the congressional authority to enforce those standards that have
been established in the American with Disabilities Act, Public Law 336. Enacted July 26, 1990
this law prohibits discrimination and ensures equal opportunity for persons with disabilities, one
area exclusively set in law was the use of an Assistive technology device, mandated by congress,
the TDD/telephone relay services. This is merely one example of an assistive technology device
designed to eradicate areas of discrimination faced by people with disabilities.
The Individuals with Disabilities Act (PL 101-476) of 1990 was an amendment to PL 94142, The Education for All Handicapped children of 1975, which mandated transition services,
as well as define by IDEA what assistive technologies are to include. Assistive technology as
defined by IDEA are not only to include the device itself but also any assistive technology
service which would directly assist a child with a disability in the selection, acquisition, or use of
an assistive technology device.
According to IDEA, last amended in 1997 every IEP
(Individualized Education Program) meeting should consider if the student needs assistive
technology. A major issue is if the student will be able to be successful, in relation to the IEP
objectives and goals, as well as the expectations of the curriculum.
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In 1998, Congress enacted the Assistive Technology Act. One important goal of this act
is to support programs of grants to States to address the assistive technology needs of individuals
with disabilities. The grants are designed to advocate and provide appropriations for these
services and the assistive technology devices. Congress continues to support and advocate for
assistive technology services and devices, as technologies continue to advance congress
maintains and strives to advance as well.
Assistive technology as defined by the Assistive Technology Act is 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 (Technology act of 1988). Assistive technology provides support for individuals
who have sensory, motor, cognitive, and or linguistic challenges. What assistive technology
accomplishes or allocates is participation in numerous daily activities that many take for granted.
It provides alternative interventions to foster success in daily task as well as in the educational
environment.
Assistive technology allows goals of independence to increase; it embodies
empowerment for the student and increases participation in meeting the academic performance
of the curriculum. Assistive technology becomes a functional tool for students with disabilities
in several environments not only to in the school setting, but at home and in their daily lives.
Assistive technology encompasses devices that range form high technology to low-tech
technology. Areas where assistive technology is beneficial and most adaptable are utilized with
orthopedic impairments, visual impairments, augmentative communications, hearing
impairments, and learning disabilities, which may include cognitive, developmental, traumatic
brain injuries, and mental retardation. The purpose of each of these technologies is to remove
the “dis” from the various disabilities. Thus creating an equal performance level for all students
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to learn, interact and participate with their peers. Factors to consider for the identification and
selection of assistive technologies needed for special needs students are no different from those
of regular students. The assistive technology devices selected for special needs students should
enhance and compliment their unique learning characteristics. The aim of the special education
laws are to provide an assurance for parents and students that every effort will be undertaken to
provide an optimum education and provide the necessary tools for this to take place. The proper
order of sequential events for a student with disabilities who displays a need for Assistive
technology in order to be successful would follow a pattern similar to this; the school district
would evaluate the student's Assistive technology needs. Secondly, the school would secure and
acquire the necessary Assistive technology. Next, the coordination of the Assistive technology
device or devices would be implemented. Finally, provide training for the individual, the
individual's family, and the school staff in the effective use of the chosen Assistive technology.
Some of the most common types of assistive technology are offered in the areas
educational software, alternative input devices, processing aids, alternative output devices, and
specialized products. Environmental Control adaptations include independent use of equipment
in the classroom 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 have the ability to, turn lights on and off, open doors, and even operate
appliances. Locational and orientation systems offer 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.
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When using Augmentative Communication devices its application allows students a
means or 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 Listening devices permit students, which are expected to learn through listening
modes, the opportunity to participate and succeeded in classroom discussions and responses.
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.
Vision is also a major learning mode for students. General methods for assisting with
vision problems include increasing contrast, enlarging stimuli and making use of tactile and
auditory models. Devices that assist with visionary problems may include, screen readers, screen
enlargers, magnifiers, large-type books, taped books, Braillers, light boxes, high contrast
materials, thermoform graphics, synthesizers, and scanners. Mobility of a student with vision
impairment can create a foremost
daily obstacle. Fortunately, there are Assistive devices
available to be used in the mobility of individuals where their physical impairments limit
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mobility.
These devices enhance their ability to navigate around a school building and
participate in student activities. Examples include such things as self-propelled walkers, manual
or powered wheelchairs, and powered recreational vehicles like bikes and scooters.
Computer-based instruction can make possible independent participation in activities
related to the curriculum. Software makes it possible to reflect the conceptual framework of the
regular curriculum, and offers an alternative means of responding to exercises and learning
activities. The software can provide the tools for written expression, spelling, calculation,
reading, basic reasoning, and higher level thinking skills. The computer provides a high
functional mode that allows for access to a wide variety of databases. Assistive technology is
also advanced into creating an environment, which allows students to interact and participate in
recreational activities along side their peers. Some examples of the adapted recreational
activities consist of drawing software, computer games, computer simulations, painting with a
head or mouth wand, interactive laser disks, and adapted puzzles. In order to benefit from
education, some students require assistance with self-care activities during the school day.
Common examples would include feeding, dressing, and toileting; these activities may be
accomplished on their own or with the assistance of an aide. Assistive devices, developed with
self-care in mind, include such things as robotics, electric feeders, adapted utensils, specially
designed toilet seats, and aids for tooth brushing, washing, dressing, and grooming.
The assistive technology devices that I have decided to highlight include, ZoomText Xtra
Level 2, IntelliKeys, and the TouchWindow. Each product is designed to enhance and enable a
student to perform along side their peers in the general education domain. ZoomText Xtra Level
2 is intended for students with low-vision, but not for use by legally blind individuals. It is
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adaptive software created specifically to meet the needs of the visually impaired. The software
includes two adaptive technologies, screen magnification, and screen reading and provides
complete access to all Microsoft Windows applications. ZoomText Xtra Level 2 is a fully
integrated magnification and screen-reading program. The Windows program is magnified and
spoken as a student works on the computer. The capabilities of ZoomText Xtra Level 2 include
full synchronized magnification and screen reading, speaks all on-screen text, including menus,
dialog boxes and controls. It will also read characters, words, or lines of text by moving the
caret over them. As a student types the program will echo the characters or word, it also contains
a DocReader for automatic reading of complete documents. The speech settings can be adjusted
for voice, rate, and pitch as well as a verbosity setting to control the amount of speech feedback.
One of the most attractive items included with this program is that it offers lifetime technical
support.
The cost of this program is $595 dollars, while this
is not what I would consider cheap, the benefits by
far out way the cost of this program. Our library
acquired this program through a grant, which made
the program accessible to any and all students in
our building. Also available is a downloadable
free trial version on their website at
http://www.aisquared.com .
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The second assistive technology device I choose to describe is the IntelliKeys keyboard.
It plugs into a computer’s standard keyboard port and provides keyboard overlays for different
uses and different needs. It is geared toward students that have visual, cognitive, and physical
needs and disabilities. Included is an alphabet overlay, numbers overlay to use in arithmetic
applications, arrow overlay that enhances educational and entertainment programs. The Basic
Writing Overlay is an all purpose overlay that is arranged in alphabetical order and includes
numbers that allows students to type words and enter numbers in a sequential order. The
keyboard has two built in switch jacks for students that have difficulty pressing computer keys.
The switches may be purchased from IntelliKeys separately from the overlays. This program is
compatible with both Windows and the Apple IIGS or Macintosh.
The Numbers Overlay can be used in conjunction with
Programs such as Math Blaster 1, Mighty Math Zoo
Zillions and Sticky Bear’s Early Learning Activities Counting
The Alphabet Overlay is arranged in alphabetical
order with large, easy to read keys. You can use it
with any IntelliKeys and any word processing
program such as Claris Works, Microsoft Word,
IntelliTalk, or the NotePad on a computer.
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The Basic Writing Overlay is an all-purpose overlay,
arranged in alphabetical order and includes numbers.
It supports programs such as Stanley’s Sticker
Stories, IntelliTalk, Kid Works Deluxe, The
Cruncher, Read, Write, and Type, Student writing
Center, and others.
Above you will see the keyboard that the overlays fit over and the picture shows how the
switches would look if you were to purchase them. Additional features included with this
program are the ability to set the response rate, keysound, and PC repeat rate. These features
allow a custom setting for individualized users. It offers a 60 day money back guarantee if you
find it unsuitable for the user. One drawback I found is that if the keyboard becomes damaged
you do have to send it into the company for repairs. The warranty is a standard year, does not
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cover improper handling, accident, misuse, abuse, or any other defects that are not due to direct
materials or workmanship. The price for this set is $395.00; this is fairly priced for the ability to
serve a multitude of students with varying disabilities.
The website for this is located at http://www.intellitools.com.
The third product is the TouchWindow by EdMark. The TouchWindow allows students
to touch and point on computer monitors while making selections. It is designed for students
with developmental and/or physical disabilities. It allows a student to engage himself or herself
with the computers monitor directly when answering questions. The program will run on either a
Mac or Windows 98 and up computer. It becomes interchangeable as a switch by setting it on a
flat surface, which is a nice added feature.
Website address is
http://www.riverdeep.net/edmark
TouchWindow® 17
The TouchWindow 17 advocates that it is a natural response for students to point and
touch, so naturally this type of assistive technology will be second nature for the students, the
ability to select and move objects, operate pull-down menus, and draw graphics is done with a
touch of a finger.
Its special features include a scratch-resistant, durable surface as well as being
easy to install. It boasts of high functionality with a diverse user in mind. The price of the program is
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$335.00 comes with a standard one-year warranty, and includes plastic stylus, mounting rails and
buttons and an instruction manual.
Assistive technology is available in numerous avenues; its main goal is to assist students in
their daily life and educational activities. As with many specialized
area items cost may play a major
factor in acquiring the program or assistive tool. With creative thinking and time, many of these
items may be acquired through grants for schools.
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References
Assistive Technology Act of 1998. Retrieved February 19, 2005 from
http://www.section508.gov/docs/AT1998.html
Beck, Jennifer. (2002/). Emerging Literacy Through Assistive Technology, Teaching for
Exceptional Children, Vol. 35, No. 2 pp. 44-48
EDMARK, (2000/Fall). Special Needs and Multimedia Product Catalog. Richmond, WA
Picture retrieved from EDMARK website on March 9, 2005 at
http://www.riverdeep.net/edmark
Dalton, Don. Typical Technology Solutions for the Disabled. Retrieved February 19,
2005 from http://www.assistivetechnologies.com/teach.htm
IntelltiKeys, (1992-98). IntelliKeys Owner’s Manual.
And picture retrieved March 9, 2005 from http://www.intellitools.com
Smith, Deborah Deutsch, Luckasson, Ruth. (1995) Introduction to Special Education
Teaching in an age of Challenge. Needham Heights, MA: Allyn and Bacon A
Simon & Schuster Company
U.S. Department of Justice. Americans with Disabilities Act, ADA Home Page.
Retrieved February 16, 2005 from http://www.usdoj.gov/crt/ada/adahome1htm
U.S. Department of Justice. A Guide to Disability Rights Laws. Retrieved February 12,
2005 from http://www.usdoj.gov/crt/ada/cguide.htm
ZoomText Xtra User’s Guide. (1999), Alogorithmic Implementations, Inc.
Picture from front cover of user guide. http:// http://www.aisquared.com .