Assistive Technology
Overview
Assistive Technology is defined as "any device or item that can be used to increase, maintain or improve the capabilities of individuals with disabilities" (Merbler, 1999). In order for all students to experience success in the classroom, schools can offer students the use of an ever-widening array of technologies designed to specifically assist individuals in their areas of weakness. There is a range of high tech to low tech assistive technology. Low tech assistive technology would be items such as pencil grips, highlighters, etc. High tech Assistive Technology would be items such as Kurzweil 3000, FM Listening Systems, etc. The overall goal of Assistive Technology is to provide an individual with a tool that allows them to reach their greatest potential.
Assistive Technology is defined as "any device or item that can be used to increase, maintain or improve the capabilities of individuals with disabilities" (Merbler, 1999). In order for all students to experience success in the classroom, schools can offer students the use of an ever-widening array of technologies designed to specifically assist individuals in their areas of weakness. There is a range of high tech to low tech assistive technology. Low tech assistive technology would be items such as pencil grips, highlighters, etc. High tech Assistive Technology would be items such as Kurzweil 3000, FM Listening Systems, etc. The overall goal of Assistive Technology is to provide an individual with a tool that allows them to reach their greatest potential.
Teaching Ideas
Idea 1- Kurzweil Software
Idea 2 - Dragon Naturally Speaking
Idea 3 - FM Listening Systems
Idea 4 - Switches
Idea 1- Kurzweil Software
- Students can use Kurzweil's text-to-speech capabilities so they can read the textbooks back to themselves. This allows the student to engage with the material by understanding the content being delivered to them.
- Using Kurzweil
- Kurzweil Website
Idea 2 - Dragon Naturally Speaking
- Students can use this tool to dictate their thoughts into writing by using this speech-to-text too. This would assist students who can process their thoughts orally but have challenges when it comes to writing down their thoughts on paper due to phonetically sounding out their words.
- Tutorials for Using Dragon Naturally Speaking
- Dragon Naturally Speaking Website
Idea 3 - FM Listening Systems
- FM Listening Systems can amplify sounds that students need to hear (e.g., the teacher's voice), and reduce background noises that interfere with student listening (e.g., chairs scratching, low chatter, general classroom noises). Teachers usually wear or hold a microphone, which amplifies their voice through speakers in the room or a personal speaker attached to specific students. This allows students with hearing difficulties to better understand what is being taught, and can also assist students who find background noises over-stimulating.
- Hearing Assistive Technology for Students
- Using Hearing Assistive Technology in the Classroom
Idea 4 - Switches
- Switches are used to provide students with access to computers or other devices without the need for a mouse or a keyboard. Switches are typically attached to the hand or the head, and are useful for students who have issues with motor control. They can be connected to assist students with participation in games, communication, and play. Most switches look like a simple, large button, which can be easily pressed by the student to achieve a desired result (e.g., responding to a question via a computer). There are many different kinds of switches that can be accessed with hands, feet, eyes and even motion sensors.
- Switches - What Are They and How Do I Use Them?
- Ian Bean - Switch Progression Skills
Guidelines for Use
Tip 1 - Do Your Homework
Tip 1 - Do Your Homework
- As the teacher, read the Individual Education Plan (IEP) for students with Assistive Technology to clarify the needs that this technology is meant to be addressing. Then do some research about the specific technology in order to understand how it can help the student achieve the learning goals. Ask your In School Support Person (ISSP) Teachers, the liaisons from the Board Office who bring/manage the technology, the teacher who used the technology last year, and the student in question (if possible) in order to get a clear picture of what the technology is for and how it can be implemented.
- Practice with the technology! If you are meant to be using a Smart Board, for example, then take some time after school or during your planning time to get comfortable with how it works. The more comfortable you are with the technology itself, the more able you will be to use it effectively and to troubleshoot any problems that may crop up during a lesson or activity.
- The main reason this technology is being incorporated into the classroom is to benefit a certain student (or students). Keep a close eye on how well the technology is helping the student to meet learning goals, and if you feel that the technology is not suited to the student's needs, speak up. Your goal, as the teacher, is to ensure that this technology makes it possible for students to meet learning goals and feel successful. If the technology is not providing those opportunities, it is time to investigate how to use it differently or if a different technology is needed.
- Integrating Assistive Technology into a classroom and a student's life is not a quick fix, nor should it be expected to solve every problem this student is experiencing. It will take time for you (the teacher) and the student to get used to the technology, to find the best ways to use it, and to troubleshoot problems as they occur. Look at the use of this technology as a process, and expect setbacks along the way. Don't give up if things don't improve immediately, but instead keep trying to make it work, following the advice of your fellow professionals and the cues of the students themselves.
Benefits and Challenges
Benefit 1- Students can Access Educational Content
Benefit 2 - Gives a voice to all!
Benefit 3 - Allows for Independence
Challenge 1 - Application Process
Challenge 2 - Troubleshooting the Technology
Challenge 3 - Student and Teacher Training
Benefit 1- Students can Access Educational Content
- Assistive Technology provides a way for students to access content they would otherwise have difficulty engaging with. Even relatively simple technologies, such as a FM System, can make a huge difference for students in their learning because it assist them in their auditory processing.
Benefit 2 - Gives a voice to all!
- Assistive Technology tools gives a voice to those students/ people who may have a difficult time explaining their thoughts due to a physical limitation or a Learning Disability. Tools such as Prologue to Go gives people a voice who do not have one or a clear voice.
Benefit 3 - Allows for Independence
- The Assistive Technology allows for an individual to develop independence through being able to develop confidence in explaining their thoughts without assistance form other humans. Tools such as Siri allows students to research ideas without having to ask how to spell the words that they are addressing.
Challenge 1 - Application Process
- In order for a student to receive Assistive Technology there is a lengthy process that needs to be followed. Specific paper work needs to be sent in to apply for the tools. This process often takes time, which means students are left waiting for the tool they require to be successful.
Challenge 2 - Troubleshooting the Technology
- The technology does not always work smoothly as there are times where it stops working. At times it can take long periods of time before a technician is able to assist in fixing the technology. Students and teachers need to learn fundamental troubleshooting skills when the technology stops working but these strategies can take time before they are developed.
Challenge 3 - Student and Teacher Training
- There are many applications to using different Assistive Technology tools that can be very time consuming to learn. Students and teachers need training on how to use the Assistive Technology. Some students may be resistant to using the technology, or may require a lot of time and training for its use to become easy for them. If the teacher or educational assistants are not familiar with the technology either, it can be frustrating for students trying to troubleshoot the technology with limited support.
Helpful Resources
- Assistive Technology Resource Roundup - Edutopia's article that links up with a variety of blogs, websites and videos about all things Assistive Technology.
- A Gadget for Every Need - An Edutopia article that suggests different technology tools for various needs by subject.
- SNOW - A website that provides information and training options for parents and teachers surrounding technologies that can be used in and out of the classroom. Lots of links and information here for Ontarians with special needs!
Research
Bryant, B. R., Bryant, D. P., Shih, M., & Seok, S. (2010). Assistive technology and supports provision: A selective review of the literature and proposed areas of application Routledge. , 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/815959455?accountid=14694
Merbler, J. B., Hadadian, A., & Ulman, J. (1999). Using assistive technology in the inclusive classroom. Preventing School Failure: Alternative Education for Children and Youth, 43(3), 113-117. doi:10.1080/10459889909603311
Netherton, D. L., & Deal, W. F. (2006, September). Assistive technology in the classroom. The Technology Teacher, 66(1), 10+. Retrieved from http://go.galegroup.com.uproxy.library.dc-uoit.ca/ps/i.do?id=GALE%7CA151712983&sid=summon&v=2.1&u=ko_acd_uoo&it=r&p=AONE&sw=w&asid=6fefa9cb1ea8e282a66835d7e4903991
Sider, S. & Maich, K. (2014). Assistive technology tools: supporting literacy learning for all learners in the inclusive classroom. What Works? Research Into Practice Queen's Printer for Ontario (February, 2014). Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_TechnologyTools.pdf
Sze, S. (2004). A literature review: An investigation of various types of assistive technology (AT) Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/62082880?accountid=14694
Bryant, B. R., Bryant, D. P., Shih, M., & Seok, S. (2010). Assistive technology and supports provision: A selective review of the literature and proposed areas of application Routledge. , 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/815959455?accountid=14694
Merbler, J. B., Hadadian, A., & Ulman, J. (1999). Using assistive technology in the inclusive classroom. Preventing School Failure: Alternative Education for Children and Youth, 43(3), 113-117. doi:10.1080/10459889909603311
Netherton, D. L., & Deal, W. F. (2006, September). Assistive technology in the classroom. The Technology Teacher, 66(1), 10+. Retrieved from http://go.galegroup.com.uproxy.library.dc-uoit.ca/ps/i.do?id=GALE%7CA151712983&sid=summon&v=2.1&u=ko_acd_uoo&it=r&p=AONE&sw=w&asid=6fefa9cb1ea8e282a66835d7e4903991
Sider, S. & Maich, K. (2014). Assistive technology tools: supporting literacy learning for all learners in the inclusive classroom. What Works? Research Into Practice Queen's Printer for Ontario (February, 2014). Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_TechnologyTools.pdf
Sze, S. (2004). A literature review: An investigation of various types of assistive technology (AT) Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/62082880?accountid=14694