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Powerful Implementation Driver of MTSS2
Assistive Technology in the Schools: Introduction to Assistive Technology
Overview
The Assistive Technology in the Schools Course aims to to familiarize educators and parents with assistive technology devices and services, and provide a foundational understanding of what it means to consider, assess, and implement assistive technology (AT) with students to remove learning barriers. This course includes four modules: Introduction to Assistive Technology, AT Consideration, AT Assessment, and AT Implementation. This first module, Introduction to Assistive Technology, highlights the difference between accessible technology and assistive technology. This module explores examples of how assistive technology devices and services can help reduce learning barriers for students with disabilities across learning environments.
Module Objective:
- Participants will be able to understand and describe inclusive technology and the difference between accessible educational material(AEM), accessible technology, and assistive technology(AT).
- Participants will be able to identify 3 examples of assistive technology devices/tools that have the potential to remove learning barriers for students.
- Participants will be able to identify 2 examples of assistive technology services within the education system.
Module Description & Goals
Assistive Technology in the Schools Course Overview
The purpose of the course, Assistive Technology in the Schools, is to familiarize educators and parents with assistive technology devices and services. The modules will provide an understanding of what it means to consider, assess, and implement assistive technology to remove learning barriers for students. This course includes four modules: Introduction to Assistive Technology, AT Consideration, AT Assessment, and AT Implementation.
Module 1 Introduction to Assistive Technology
This first module, Introduction to Assistive Technology, highlights the difference between accessible technology and assistive technology. This module explores examples of how assistive technology devices and services can help reduce learning barriers for students with disabilities within the education system.
Module Objective:
- Participants will be able to understand and describe inclusive technology and the difference between accessible educational material(AEM), accessible technology, and assistive technology(AT).
- Participants will be able to identify 3 examples of assistive technology devices/tools that have the potential to remove learning barriers for students.
- Participants will be able to identify 2 examples of assistive technology services within the schools.
Module Sections
Assistive Technology in Action
What are Assistive Technology Services
Resources to Learn More About Assistive Technology
What is Assistive Technology?
Defining Assistive Technology
Assistive technology (AT) is technology used by individuals with disabilities to perform functions that might otherwise be difficult or impossible. The following video provides examples of assistive technology.
How does Assistive Technology Relate to "Inclusive Technologies?"
Inclusive technologies, also referred to as accessible technologies or universal technologies, reduce or remove barriers to student learning experiences. The Center on Inclusive Technology & Education Systems (CITES) describes inclusive technologies as having 3 categories:
- Accessible Educational Materials (AEM)
- Accessible Technology
- Assistive Technology (AT)
Accessible Educational Materials(AEM)
Accessible Educational Materials Print and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or enhanced in a way that makes them usable across the widest range of learner variability, regardless of format (e.g., print, digital, graphic, audio, video). The National Instructional Materials Access Center (NIMAC) is a federally funded online file repository of accessible source files for textbooks, as well as other kinds of educational materials. Learn more about AEM in this video, AEM In Simple Language. (4.34 min.)
Accessible Technology
Accessible technologies are "the hardware and software that are designed to provide all learners with access to the content in digital materials. Examples of accessible technologies include an application that allows the user to write or verbalize their responses, a mobile phone with an optional zoom display, and a PDF with high color contrast." This definition is the language used in the Individuals with Disability Education Act (IDEA) and was highlighted in Myths & Facts Surrounding Assistive Technology Devices and Services released by the Office of Special Education Programs (OSEP).
Assistive Technology Devices
The Individuals with Disabilities Education Act (IDEA) defines assistive technology devices 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 the functional capabilities of a child with a disability. In plain language, assistive technology is a technology that assists a student in removing the barriers that can prevent the student from accessing their education.
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Myths & Facts
MYTH: AT always involves an electronic device and is always high-tech. FACT: Many AT devices or tools may be computer-based, but items like visual schedules and calendars, binder clips, squishy balls, or stickers may also be considered AT. |
The IRIS Center, a technical assistance center funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) created a chart that categorizes AT devices into low-tech, mid-tech, and high-tech devices. In Myths and Facts Surrounding Assistive Devices and Services, the Office of Special Education Programs (OSEP) provides the following chart, giving examples of assistive technology devices.
Type | Definition | Example |
| Low-Tech | Devices that are readily available, inexpensive, and typically do not require batteries or electricity |
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| Mid-Tech | Devices that are usually digital and may require batteries or another power source |
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| High-Tech | Devices that are typically computer-based, likely to have sophisticated features, and can be tailored to the specific needs of an individual student |
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Assistive technology can make a dramatic difference in a student's ability to access curriculum, express their knowledge, and optimize learning in general education classrooms. As a student's IEP team identifies barriers to their student's learning, assistive technology options can be explored to improve academic, behavioral, and social/emotional outcomes. The visual below depicts an array of assistive technology tools for learning.
Assistive Technology in Action
The article, 20+ Examples of Assistive Technology to Help Kids Learn provides many examples of assistive technology and how it removes barriers for students across learning environments. This resource from We Are Teachers also shares videos and written examples of students using assistive technology.
Student Examples
Meet Alex
In this video, we hear how Alex blooms with learning using assistive technology. A learning disability was holding him back in school. Alex uses speech-to-text to get his thoughts out for written expression. Alex improved from barely being able to craft a few sentences His teacher describes how assistive technology has allowed Alex to show us what he knows and what he is capable of in school.
Meet Jean.
In this video, we see how Jean uses an iPad to access the general education curriculum, complete assignments, and participate in state testing. She also uses hearing aids with technology that converts her hearing aids to headphones to improve access to curriculum, books, and music. Her teachers share how assistive technology increases Jean's independence at school.
Meet Arial.
Arial is a 6-year-old girl who loves to read, laugh and play. She has cerebral palsy and uses her eyes to access a communication device that allows her to talk. Communication devices are often called augmentative alternative communication (AAC). Her AAC gives her a voice of her own, allowing her to interact with her friends and participate in her learning in general education.
Meet Aiden
Aiden is a boy with lots to say. He has hearing loss, low vision, and autism. Assistive technology has helped Aiden communicate his thoughts and participate in school. The team reports that his behaviors have significantly improved because he can use his augmentative alternative communication device to communicate, reducing his frustration. In this video, his team shares their journey in trialing and determining the AAC and AT that Aiden required.
More Examples of Assistive Technology:
| Jeff is a student with low vision who uses a screen reader to read internet articles in science and to access his science book. With this technology, he can access the general education curriculum across content areas and make progress toward grade-level standards. Without this technology, Jeff would not have equitable access to curriculum. | |
Alex is a student with dyslexia who listens to audiobooks for ELA class. With this technology, he has full equitable access to his general education ELA curriculum. Without this technology, he would not have access to the required reading in ELA, nor would he be equipped to complete assignments and participate in class discussions and assessments. | |
| Leah is a student with dysgraphia who uses a combination of word prediction and speech-to-text to write a report for a history class. She uses text-to-speech to listen to what she has written to edit her work before turning it in. With these assistive technologies, Leah is excelling across content areas because she can express her learning in both assignments and assessments. |
In each example above, the student can do the same work as their peers with the help of assistive technology. They require assistive technology to either access the general education curriculum or to express their learning. For these students, assistive technology removes learning and participation barriers and creates a more inclusive equitable learning experience.
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Myth: Assistive technology may prevent students from learning certain skills or that it is cheating. Fact: AT supports increased learning opportunities, vocabulary, productivity, and student motivation. The next video provides more insights into how you can address this myth. |
What are Assistive Technology Services?
According to the Individuals with Disabilities in Education Act (IDEA), each time an IEP Team develops, reviews, or revises a child’s IEP, the IEP Team must consider whether the child requires AT devices and AT services. In previous sections, we explored AT devices. In this section, we will define assistive technology services. In this video, Chris Bugaj defines both AT devices and AT services. In later modules, we will dive deeper into what it means to consider AT devices and services within the IEP.
Assistive Technology Services:
"The term “assistive technology service” means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device." Assistive technology services include the evaluation, acquisition, adaptation, customization, coordination, training, and assistance for the student and staff to make sure the student can use and benefit from the assistive technology.
In future modules, we will address the consideration of AT devices and AT services within the Individual Education Program (IEP) team meeting. An example of an AT service could be training for the student who will be using assistive technology, as well as training for staff or parents who will be supporting the student with implementing AT.
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MYTH: Children can learn to use an AT device on their own; educators have no obligation to provide training to a child or to their family. FACT: It is the responsibility of the LEA (Local Education Agency) to ensure that the child with a disability, parents, and educators know how the AT device works through the provision of AT services. |
Resources to learn more about Assistive Technology
Explore Resources to Learn More About Assistive Technology
To explore the topic of Assistive Technology Implementation further, select from these articles, websites, and videos to read about the topic and explore some examples.
Read & Learn | Watch & Learn
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What is Assistive Technology? (Assistive Technology Industry Association) AT Internet Modules on Assessment (login to access) What is Augmentative Alternative Communication (AAC)? (American Speech-Language-Hearing Association) | Assistive Technology! (a 3-minute video giving an overview of Assistive Technology) Understanding Assistive Tech -Simply Said (2-minute video introducing AT in schools) A Teacher's View of Assistive Technology (9 min video with various teachers explaining how they use and implement AT in the classroom with their students.) |
| Learning more about technology to support reading | Learn more about technology to support writing |
Washington State Agencies Designed to Support Assistive Technology
Within most states, there are state or regional agencies that exist to support school districts with consultation and lending library support for AT assessment. Within Washington State, there are two such agencies. They are as follows:
Inclusive Technology within Multi-Tiered Systems of Support (MTSS)
A common education initiative, Multi-Tiered Systems of Support (MTSS), aims to provide inclusive education for all students. As discussed in section one, inclusive technology includes Accessible Educational Material (AEM), accessible technology, and assistive technology (AT). Understanding how inclusive technologies integrate into the MTSS is essential to supporting students who require assistive technology (AT).
This video explains more about inclusive technologies within MTSS:
Inclusive Technologies as Powerful Implementation Drivers within MTSS
Accessible Educational Material (AEM), accessible technology, and assistive technology are powerful implementation drivers within a Multi-Tiered System of Support (MTSS) because they help to ensure equitable access to core curriculum across all tiers of intervention. AEM paired with technology enables the removal of learning barriers by assuring accessible instructional content and personalization of tools to access that content. This promotes engagement, as well as academic and behavioral success by fostering an environment where all learners can thrive. Providing AEM and accessible technologies aligns with Universal Design for Learning (UDL) which emphasizes giving students different ways to learn, show what they know, and stay engaged in their learning.
Accessible Educational Material (AEM) and accessible technology set the stage for inclusive learning and move us away from only providing accessibility on the basis of “necessity.” |
Reflections on Learning
Reflection
1. Consider the definition of accessible technology in section 1. What is one kind of accessible technology you would like to incorporate into your practice?
2. Consider a learning barrier that one of your students is facing. Could assistive technology reduce or eliminate the learning barrier? What is one technology you could try with your student?
3. Use the attached document entitled "AT: Putting Learning into Action" to consider a student you work with and the learning barriers they face. Are there AT devices and services that may eliminate or reduce learning barriers? This form will help you record your thoughts as you think through possible solutions.
3. Reflect on where are you on the continuum.
| Knowledge level 1 | Understanding | Application |
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We invite you to explore the three other modules in the AT in the Schools course.
Research & Glossary
Research Articles & References
Biegun, D., Peterson, Y., McNaught, J., & Sutterfield, C. (2020). Including Student Voice in IEP Meetings Through Use of Assistive Technology. Teaching Exceptional Children, 52(5), 348–350. https://doi.org/10.1177/0040059920920148
DeCoste, D. C., & Bowser, M. G. (2020). The Evolving Landscape of Assistive Technology in K-12 Settings. Assistive Technology Outcomes and Benefits, 14(1), 94–110.
Jones, & Hinesmon-Matthews, L. J. (2014). Effective Assistive Technology Consideration and Implications for Diverse Students. Computers in the Schools, 31(3), 220–232. https://doi.org/10.1080/07380569.2014.932682
Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making Informed Assistive Technology Decisions for Students with High Incidence Disabilities. Teaching Exceptional Children, 38(6), 18–25. https://doi.org/10.1177/00400599060380060
Peterson-Karlan, & Parette, H. P. (2007). Evidence-Based Practice and the Consideration of Assistive Technology: Effectiveness and Outcomes. Assistive Technology Outcomes and Benefits, 4(1), 130–139.
Quinn, B. S., Behrmann, M., Mastropieri, M., Chung, Y., Bausch, M. E., & Ault, M. J. (2009). Who is Using Assistive Technology in Schools? Journal of Special Education Technology, 24(1), 1–13. https://doi.org/10.1177/016264340902400101
Watts, O’Brian, M., & Wojcik, B. W. (2003). Four Models of Assistive Technology Consideration: How Do They Compare to Recommended Educational Assessment Practices? Journal of Special Education Technology, 19(1), 43–56. https://doi.org/10.1177/016264340401900104
Glossary
Assistive Technology (AT) - products, equipment, and systems that enhance learning, working, and daily living for persons with disabilities. (https://www.atia.org/home/at-resources/what-is-at/#what-is-assistive-technology)
Educational Barriers - Characteristics of curriculum, including instruction, that make it inaccessible to students. An example of this is text that cannot be read by a screen reader or text to speech app. Note: The student or student special needs are Never the barriers.