W hen I first started working with assistive technology (AT) in 1988, we thought of AT as a pretty small
and specific set of devices that students with
significant motor, vision, or hearing impairments needed. Those included braille
devices, technology that could help kids talk
when they had no voice, and alternative keyboards for kids who were unable to type. But
in 1990, Congress opened up the definition
of assistive technology. In the Individuals with
Disabilities Education Act (IDEA), Section
602[ 1], AT is defined as:
… 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 children with
disabilities ( idea.ed.gov/explore/view/
p/,root,statute,I,A,602, 1,).
There are two important concepts in this
definition. First, assistive technology is any
item or piece of equipment. Second, AT increases the ability of a person with a disability
to do something functional, such as read,
write, or organize thoughts.
Recently, AT has enjoyed increased attention
because of its emphasis in the Common Core
State Standards (CCSS). The Council of Chief
State School Officers have given three recommendations for students who need support
beyond what they get in the classroom
( www.corestandards.org/assets/application-to-students-with-disabilities.pdf):
• Instructional supports for learning based
on Universal Design for Learning principles
• Instructional accommodations (changes in
materials or procedures)
• Assistive technology
A huge amount of technology is commonly
available to help kids with disabilities as well
as others who are struggling in their academic
programs. Here’s one story about a group of
students using commonly available technology
in assistive ways to help them overcome barriers
to writing.
Shannon Henry, assistive technology specialist for Northwest Regional Education Service
District and the Hillsboro School District near
Portland, Oregon, USA, has helped many of her
students use their mobile phones and free voice
dictation (Dragon Dictation or other voice recognition technology) to overcome their writing difficulties. Once they have entered the basic text in
their phones, students can email the assignments
to themselves for editing with a computer or send
completed assignments directly to their teachers.
One teacher reports that about 20 of her students
from four classes use this kind of writing support. For these students, mobile phones and voice
dictation allow them to do writing tasks that are
otherwise difficult or impossible.
Other students who struggle with composition
could be using the same technology features for
classroom accommodations. But because many
educators have an outdated or limited view of
AT, students are not being exposed to alternative
ways of learning.
AS
I
SEE“
AT”
Assistive Technology in the Digital Age
Welcome to As I See AT,
a new addition to L&L.
We’ll offer tips, resources,
and practical advice on
how technology can help
students with disabilities
and learning difficulties
meet the challenges of a
rigorous academic
program.
By Gayl Bowser
