Assistive Technology in
the Classroom
MARK DEFOOR • ITEC 7445 • SUMMER 2014
Understanding Assistive Technology
Video produced by the Pacer Center
www.pacer.org
What is Assistive Technology?
Assistive technology (AT) is any device of service that helps a student with a disability meet his
Individualized Education Plan (IEP) goals and to participate in general education to the fullest
possible extent. Assistive technology helps students:
• Communicate
• Perform academic tasks
• Participate in extracurricular activities
• Move or travel around the school campus
• Provide proper seating and/or positioning
• Access materials
AT promotes equity for students with disabilities by making them more independent, selfconfident, productive and integrated into school.
Assistive Technology Devices
AT devices are any tool that makes a difference in helping a student complete a task.
AT helps students who have disabilities learn the material in a way they can understand it.
AT helps eliminate barriers students may face that prevent them from being at the same level as
their general education classmates.
AT is available to everyone and aids in all of the subject areas in school.
Emerging technologies are constantly being developed that will better meet the
needs of students.
Image provided by Vanderbilt University
Assistive Technology Services
AT services are any service that directly assist a student with a disability in the selection,
acquisition or use of an AT device. Examples include:
• Evaluating a student’s need for the device
• Purchasing the device
• Selecting, fitting, and repairing the device
• Training the student, family members and educators in how to use the device
AT devices and services go hand in hand.
Image provided by Vanderbilt University
IEPs and Assistive Technology
IEPS are a written document that describes the educational plan of a student with a disability. It
discusses the disability, goals for the student, services the school will provide and where the
student will learn. Students receive AT through their IEP.
IEP teams are responsible for determining the present level of student performance, goals for
the upcoming school year, what needs are to be provided to reach the goals, and if AT is needed
to complete a specific task.
Once the IEP team determines AT is an option, then the student is allowed to borrow the device
until it is known that the AT is helping the student in the intended way.
If AT is recommended through an IEP, then schools are legally obligated to provide it.
How can Teachers Make Classrooms
Conducive for Assistive Technology?
Make sure that AT in the classroom is functioning properly and is routinely updated.
Include AT in lesson plans and classroom assignments.
Familiarize general education students with any AT devices being used in the classroom so they will
understand why the AT is being used.
Make sure students are using the AT. Routinely review your students’ IEPs.
Teachers should learn how to use the AT devices that will be used in class.
Attend IEP meetings.
Collaborate and communicate with the student, parents and colleagues.
Read about best practices for using AT in the classroom.
Participate in Vanderbilt University’s IRIS STAR Legacy Module.
Evaluating Assistive Technology
Decisions regarding the effectiveness of AT should be made based on student feedback,
observations and performance data.
Is the AT working for the student? One way to evaluate is assess without AT and with AT. What
does your data tell you?
Remember that demands are placed on students in each of the following environments:
• Home
• School
• Community
Research websites like Tech Matrix for AT products, professional learning opportunities and
other valuable resources.
The Assistive Technology Continuum
No Tech: The solutions are those that make use of procedures, services, and existing conditions
in the environment that do not involve the use of devices or equipment. They include physical
therapy, occupational therapy, and services of other specialists.
Low Tech: These items are less sophisticated and can include
devices such as adapted spoon handles, non tipping drink
cups, and Velcro fasteners.
Medium Tech: These are relatively complicated mechanical
devices such as wheelchairs.
Hi Tech: These devices incorporate sophisticated electronics
or computer equipment.
Image provided by Web20Connect
Categories of Assistive Technology
AT aids individuals in all aspects of life.
Daily living, input and output devices to use computer equipment, communication tools to
people with limited speech, environmental controls, seating and positioning, mobility aids, and
prosthetics and orthotics.
Structural modifications to the home and workplace are made to remove physical barriers.
Assistive Technology Supporting Content
There are a variety of tools that can help a student who struggles with the basic task of learning
and studying. Things like organizing time, information, and retrieving information can be critical
to a student’s success.
AT and reading – highlighting important words, text readers, speaking spell checkers, e-books,
single word scanners.
AT and math – abacus, calculator, talking calculator, math smart charts, enlarged worksheets, on
screen calculator, alternative keyboards, software/voice recognition.
AT and writing – adapted paper and pencils, pencil grips, word processor, writing guides,
computer with alternate keyboard, scanner, and pointing device.
AT for studying – Recording material, voice output reminders, NCR paper, electronic organizers,
palm computers, software.
Legal Aspects of Assistive Technology
Individuals with Disabilities Education Act (IDEA) – provides access to general curriculum.
No Child Left Behind (NCLB) – improves achievement for all students and holds schools
accountable for students with disabilities.
Universal Design for Learning (UDL) – a set of principles for designing curriculum that provides
all individuals, including those with learning differences, with equal opportunities to learn.
Federal and state legislation mandate AT be available to all students with disabilities if they
receive a free public education.
Tips for Effective Implementation
Use a Program Planning Process
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What are the challenges the individual faces?
Visit other schools using similar technology
Consider a range of options (no tech to high tech)
Try the technology before making a purchase
Will the individual use it in real life applications?
Use the AT Implementation Plan form to document the process
Matching Solutions to the Individual User
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Is the technology easy to learn, and is the individual comfortable with it?
Can the individual use the technology independently?
Is it portable and usable in different settings?
Can it grow with the needs of the student?
Tips for Implementation Continued
Have a Trial Period
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Confirm effectiveness and fine tune implementation
Encourage use in all curriculum areas
Is it compatible with other software the student is using?
Is it working for the student and are outcomes being achieved?
Technical support
◦ Purchase the technology from a reputable source that offers expertise and support
◦ How will upgrades to the device be handled?
Training for Student and Staff
◦ Provide professional learning for staff
◦ Provide support notes and other material on the school’s website
◦ Provide opportunities for staff to get hands on experience with technology
References
The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved
on June 2, 2014 from http://iris.peabody.vanderbilt.edu/module/at/