Empowering Students with Disabilities: A Guide to Assistive Technology

Inclusive education strives to provide all students with equal opportunities to learn and succeed. Assistive Technology (AT) plays a vital role in achieving this goal by helping individuals with disabilities perform tasks they might otherwise find difficult. From simple tools to complex systems, AT bridges the gap between ability and accessibility, fostering independence and promoting academic achievement.

Understanding Assistive Technology

Simply put, AT is any device that allows a person with a disability to do what they need or want to do. It can be bought in a store or online, it can be homemade or specially designed for a specific person. It can be part of a system of devices. In some cases, it might be an "off-the-shelf" device. Assistive technology (AT) is the use of any device and software to improve the experience of learning or going about daily life. Assistive technology refers to any device, software or item that improves the experience of learning, working or daily life. AT is frequently used by people with disabilities but it can be used by all people in a variety of settings.

AT benefits children of all ages, with all types and severities of disabilities. It is key for success in school and future work. It can be bought in a store or online, in can be homemade or specially designed for a specific person. It can be part of a system of devices. In some cases, it might be an "off-the-shelf" device.

Assistive technology (AT) is the use of any device and software to improve the experience of learning or going about daily life. AT can range from Braille displays and books to text-to-speech software or wheelchairs. To qualify as assistive, a technology has to meet the individual user’s needs.

Assistive technology can be defined as any technology, type of equipment or software that helps people to work around the challenges they have related to learning, communication, or mobility. Assistive technology is used to increase, maintain, and improve the functional capabilities of people with disabilities or special needs and can be defined as no-tech, low tech, mid tech, and high tech. This technology can be as low-tech as pencil grips or as high-tech as special purpose computers. It could be software, such as screen readers and communication programs, or hardware like special switches, keyboards, or pointing devices.

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Assistive technologies cover numerous tools, devices, and systems that help eliminate barriers for people with disabilities. From wheelchairs and prosthetics to screen readers and specialized software, these technologies bridge the gap between ability and accessibility.

Modern assistive technologies have simplified life for people with disabilities, improving their access to the education system and the world. Students with disabilities, from deafness and blindness to ADHD, have a legal right to a free and appropriate K-12 education, as well as reasonable accommodations in their post-secondary education. Schools often meet these requirements with assistive technology which supports individual students to function in these environments without any obstacles.

Legal Framework and IEP Considerations

Under the Individuals with Disabilities Act (IDEA) Amendments of 1997 and subsequent revisions, the team that develops an Individual Education Plan (IEP) for a child must consider whether the child requires assistive technology devices and services. 281-Iowa Administrative Code 41.5(256B,34CFR300) Assistive technology device. “Assistive technology device” means 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. The term does not include a medical device that is surgically implanted or the replacement of such device.281-Iowa Administrative Code 41.6(256B,34CFR300) Assistive technology service. "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.

The Individuals with Disabilities Education Act (IDEA) is the federal special education law that requires public schools to provide all children with a Free Appropriate Public Education (FAPE). To provide FAPE to a student with a disability, schools must provide special education and related services. Special education is defined as “specially designed instruction . . . Schools must provide FAPE in the Least Restrictive Environment (LRE). If, after an appropriate evaluation, a student qualifies for special education services under the IDEA, the student’s Individual Education Program (IEP) team must create and implement an IEP for that student. The IEP team always should consider a student’s need for assistive technology. If a student, parent, teacher, or other member of the IEP team notices that assistive technology is not being considered and believes it should be, the person should raise the concern at the annual IEP meeting or request a meeting to discuss the assistive technology.

Assistive technology devices and services can be included in an IEP for two reasons: 1) as special education or a related service; and/or 2) as a supplementary aid and service. First, if the individual needs an assistive technology service or device as special education or a related service necessary to receive FAPE, then that service or device should be made available. Examples of an assistive technology device and service provided as special education designed to meet the unique needs of a child with a disability includes a voice-activated computer and training for the student and teacher to use the computer. Second, under the LRE requirement, a school must provide supplementary aids and services to ensure children are educated in a regular education environment to the maximum extent possible. Therefore, assistive technology can be necessary to ensure that the LRE is maintained, even if it does not directly affect the receipt of FAPE. In this instance, assistive technology is considered a supplementary aid or service and should be included in the IEP and provided to the individual.

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Regardless of which category the assistive technology need falls into, it should be included in the individual’s IEP. Specifically, the IEP should include a statement of the special education and related services and supplementary aids and services to be provided to the student. The school should provide assistive technology in the home if the student requires the use of the assistive technology in the home to receive FAPE. For example, if the student needs an assistive technology device to complete homework assignments, then the student should be allowed to take the assistive technology device home.

IEP teams may not deny AT to students, based upon cost alone. Once AT devices and services have been properly considered for a student, the district must provide an AT evaluation of the student by a qualified professional within a reasonable time. AT devices should be described in detail in the IEP. If the device is also to be used at home, family members must be trained as well, if needed. The short-term objectives, if these are part of the student’s IEP. If parents do not agree with their child’s IEP, or if the district refuses to provide needed AT devices, they should first informally discuss the matter with the IEP team and other school personnel (like the special education director). If the parents still disagree, they have the right to ask for an independent evaluation at the school’s expense, mediation or a due process hearing. Students may use AT devices owned by the school district outside of school property whenever necessary to achieve IEP goals. This need should be addressed by the IEP team. For example, if an IEP calls for the use of an AT device in order for the student to do his/her homework assignments, the student may bring the device home after school and on weekends. Generally, the school is responsible for damages and needed repairs unless damage is due to unauthorized use or unwarranted damage.

Types of Assistive Technology

Assistive technologies encompass a wide range of tools and devices, catering to diverse needs and learning environments. Some adaptive tools are low-tech and some are pretty fancy. Ball categorizes them into two areas: high tech and low tech. High tech refers to devices or equipment with digital or electronic components, such as augmentative communication devices, alternative keyboards and power wheelchairs. It also includes software or built-in accessibility features on devices such as text to speech, word prediction and optical character recognition. Here are some examples:

Academic and Learning Aids

These technologies enhance student participation and achievement in all academic areas.

Reading: Audiobooks, electronic books with embedded talking dictionaries, and text-to-speech software provide alternative ways to access and comprehend written material.
Writing: Pencil grips and word prediction software can assist with the physical act of writing and improve spelling and grammar.
Math: Abaci, talking calculators, and accessible math software make mathematical concepts more accessible.
Learning and Studying: Content materials in alternate formats, guided notes, and color-coded organizers support organization and memory.

Accessible Educational Materials (AEM)

Specialized formats of curricular content, such as Braille, audio, large print, and digital text, cater to learners who cannot access print in a traditional manner.

Read also: ISTE Standards Explained

Aids for Daily Living

Technology enhances and increases independence in activities of daily life.

Adapted eating tools such as a scoop bowl, cut out cup
Ramps or stair lifts

Augmentative Communication

Students with complex communication needs can benefit from a range of low-technology to high-technology solutions.

Object-based communication displays
Picture communication boards and books
Single message and multi-level multi-message voice output devices
Computer-based communication devices

Computer Access and Instruction

Technology solutions to adapt computers.

Alternate keyboards
Adapted pointing devices
Eye gaze technology for navigation and control
Switch interfaces
Voice input
Software and hardware that modify the visual and sound output from the computer, such as zoom, magnification, high contrast features, and text-to-speech

Environmental Control

Technology increases independence in an individual’s environment.

Alternate input devices such as a switch to control electronic appliances or electronically controlled doors
Voice assistant technology to control “smart” appliances and televisions or play music

Hearing

Assistive technology amplifies speech and other auditory signals or provides an alternative to the auditory modality.

Assistive listening devices that amplify sound and speech in the classroom and home environment
Text telephone (TTY)
Closed captioning devices
Real-time captioning
Environmental aids that support independent living skills, such as a light to alert an individual to phone or doorbell sound

Mobility Aids

Assistive technology supports individuals in moving about their environments. Mobility aids include walkers and wheelchairs. Generally, assistive technology devices such as the mobility aids listed here are recommended by physical and occupational therapists based on the student’s individual needs.

Pre-vocational and Vocational Aids

Technology solutions include modifications of tools and manipulatives used in the completion of work-related tasks.

Low-technology solutions include grips for handling materials and stabilization devices for supporting work materials.
An environmental control unit that allows for switch control of items such as staplers and paper shredders.
Picture-based task schedule to represent steps in a particular activity to guide an individual through a work task.

Recreation and Leisure

Assistive technology used to participate in recreation and leisure activities. A range of low technology to high technology solutions are available including game adaptations, book adaptations, switch adapted toys, and environmental control access for electronic devices for music, video and television.

Seating and Positioning

Assistive technology provides adaptive seating and positioning supports as an alternative to the standard classroom seating options. Examples include seat inserts for wheelchairs, side liars, prone standers, and adaptive chairs. These seating and positioning systems are generally determined by the physical and occupational therapist in consultation with the classroom staff.

Vision Aids

Assistive technology to access printed information and provide a means of producing written communication.

Specific Examples of Assistive Technology Tools

Speechify: A text-to-speech software that captures text and translates it into audio format. This is particularly useful for textbooks, PDF reading assignments and more. The software is compatible with the Chrome browser as well as iPhones, Macs and Androids.
Kurzweil 3000: A literacy support system for Macs and various browsers, which comes equipped with a variety of assistive technologies. The speech-to-text and text-to-speech functions, which work in 13 languages, help students with vision impairments and ADHD, among other conditions.
Google Classroom: Offers a host of tools for executive function and speech-to-text capabilities that improve accessibility and learning. The platform is compatible with Kurzweil 3000 as well as Hāpara Student Dashboard, which helps students organize their tools in one streamlined place.
TactPlus: A Braille and 3D imaging printer. Often used by educational institutions, the portable printer precision-heats a specialty foamed paper to create a page of Braille (or other 3D images) in one to two minutes.
Seeing AI app from Microsoft: Designed for the low-vision community and offers audio guidance in a vast array of situations. It reads text aloud as soon as it appears in a smartphone’s camera viewfinder. It also identifies products by barcode when shopping and describes surrounding scenery and its colors.
Clicker from Crick Software: A writing and reading platform that’s outfitted with a whole suite of assistive features. Its mapping feature, for instance, lets elementary-age students create webs of words and emoji-like pictograms, or diagram entire projects.
Co:Writer: A tool created by Don Johnston Learning Tools, can transcribe speech and predict intended words and phrases - a boon to students with a wide variety of special needs.
Dragon: A smart speech recognition software. Though it’s marketed as a business productivity tool, it’s also a widely used accessibility technology for students with disabilities that make mouse use and typing difficult.
MathTalk: A speech recognition software designed for students with ADHD and physical disabilities that preclude keyboard use.
Tobii: Offers eye-tracking devices that turn the human gaze into a hands-free mouse.
KNFB Reader: Not only does this mobile app convert written text into audio recordings, but it also converts it into Braille. All users have to do is snap a photo of the text in question.
GoTalk 9+: A perfect example of how effective low-tech assistive technology can be. Developed by Attainment Company, this device uses a set of buttons and recordings to help those with speech impairments communicate.

Specific Assistive Technologies for Various Disabilities

For students who are blind or visually impaired: Today, many devices such as Google Chromebooks come with audiovisual assistance. For example, Chromebooks have a built-in screen reader called ChromeVox, which reads content out loud for users on the Chrome browser. Chromebooks also have features that make on-screen content easier to read, such as screen magnifiers, high-contrast mode and select-to-speak. Teachers can also plug in or pair a Braille keyboard with Bluetooth if students need Braille support.
For students who are deaf or hard of hearing: Ball says she uses FM systems - wireless devices that directly transmit sounds to a hearing aid - to communicate clearly with students who have hearing loss, even in a noisy classroom.
For students with speech disabilities: Speech-to-text software and word prediction tools can assist students with speech disabilities in communicating with their teachers and peers.
For students with learning, cognitive and developmental disabilities: Besides creating VR experiences for students with autism, tools such as memory aids, audio books and text-to-speech systems are especially helpful for students who need assistance with learning, attention and organization. One particular tool is Microsoft’s Immersive Reader, which was specifically designed to support students with dyslexia and dysgraphia. With the Immersive Reader, students can have text read out loud and broken into syllables - even in other languages. Microsoft’s Tell Me feature allows students to access commands on Office 365 applications without having to remember them. There are also downloadable fonts such as OpenDyslexic, which can enhance readability and reading speed for students with dyslexia, Ball says.
For students who need mobility assistance: One way teachers can optimize their classrooms for all students is by adopting flexible furniture, a key component of a modern learning environment. Standing desks, wobble stools and even exercise balls give students more freedom and comfort to move around in the classroom, Ball says.

Low-Tech Assistive Technology Examples

Audio players and recorders: Kids may find it helpful to listen to the words while reading them on the page. Smartphones and tablet computers come with text-to-speech software that can read aloud anything on the screen. And many e-books have audio files. If a student has trouble with writing or taking notes, an audio recorder can capture what the teacher says in class. Then the student can listen to it again at home. Devices like laptops, tablets, and smartpens also have a recording feature.
Timers: Wristwatches, hourglass timers, and apps can help kids who have trouble with pacing. If kids have a hard time transitioning from task to task, timers can help them mentally prepare to make the switch. Timers can be used as visual aids to show how much time is left to complete an activity.
Reading guides: Reading guides are helpful tools for kids who have trouble with visual tracking or who need help staying focused on the page. These plastic strips highlight one line of text while blocking out surrounding words that might be distracting. The strip is also easy to move down the page as kids read. There are even free Google Chrome extensions with this same accessibility feature for reading on screen.
Seat cushions: Kids who have trouble with sensory processing or attention may find inflatable seat cushions helpful. These cushions give kids enough movement and stimulation to help maximize their focus without having to get up and walk around. A standing desk, slanted cushion, or balance ball chair are other helpful options.
FM listening systems: Frequency modulation (FM) systems can reduce background noise in the classroom and amplify what the teacher says. This can help with auditory processing as well as with focus. The teacher wears a microphone that broadcasts either to speakers around the room or to a personal receiver worn by the student. FM systems are also used to help kids with hearing impairment, autism spectrum disorder, and language processing challenges.
Calculators: If a child is having trouble with math, a calculator may help. There are even large-display calculators and talking calculators. A talking calculator has built-in speech output to read the numbers, symbols, and operation keys aloud. This can help kids confirm that they pressed the correct keys.
Writing supports: If a child has trouble with writing, try using plastic pencil grips, a slant board, or a computer. Basic word processing programs come with features that can help with spelling and grammar issues. For kids whose thoughts race ahead of their ability to write them down, different kinds of software can help. With word prediction software, kids type the first few letters and then the software gives word choices that begin with that letter. Speech recognition software allows kids to speak and have the text appear on the screen. These kinds of software are built-in features on many smartphones and tablet computers.
Graphic organizers: Graphic organizers can be low-tech. There are many different designs you can print out that can help kids organize thoughts for a writing assignment. There are also more sophisticated tools, like organizing programs that can help kids map out their thoughts.
Enlarged paper/workspace: If a child has trouble with writing or organizing their ideas, writing their answer in smaller spaces may be tricky. Worksheets with larger paper or more space between questions is a low-tech way to help kids show their thinking. It’s also a way to help kids get as much credit for their work as possible.

Assistive Technology for Specific Challenges

AT can address many types of learning difficulties. AT can generally bridge many gaps in verbal communication, writing, reading, organization and memory.

Communication: Augmentative and alternative communication (AAC) devices empower non-verbal students to express themselves effectively, promoting social interaction and learning.
Motor Impairments: Adaptive hardware, such as specialized keyboards and mouse devices, assist students with motor impairments in navigating digital interfaces.
Visual Impairments: Screen readers like JAWS and NVDA read aloud what’s displayed on a computer screen, allowing visually impaired students to navigate digital environments.
Organizational and Memory Challenges: Apps like Evernote and OneNote offer digital platforms for organizing and taking notes, supporting students with organizational and memory challenges.

The Importance of Individualized Assessment and Implementation

While AT provides valuable support for students with disabilities, it is essential to acknowledge that there may be areas where it is insufficient. Some students may require personalized solutions beyond what standard assistive technology can offer. Recognizing the needs of individual students and finding the correct support can be a bit of a puzzle and require a lot of creativity and a wide knowledge of all the available AT offerings.

With that being said, it’s also important for parents and educators to first gain a thorough understanding of a child’s needs and preferences before deciding on specific tools. It is important to reiterate that, although assistive technology can support struggling learners, the technology itself has little impact on learning. In order for students to benefit from the technology, educators must understand what the assistive technology is and how to create instruction that is most conducive to its use. For this reason, we recommend always keeping assistive technologies in mind when creating your course content.

Universal Design for Learning (UDL)

According to the foundational principle of Universal Design, improving accessibility for one group improves accessibility for all, in ways we can’t always predict. One famous example is curb cuts, the ramp-like dips in sidewalks. Universal Design for Learning, or UDL, shifts Universal Design’s ideas into the classroom. “It’s based on research on how humans learn,” Curry said. According to a framework first laid out in the 1990s, UDL lessons should represent information in multiple ways. That can be simple enough - think closed caption videos, which make dialogue comprehension easier for the hard of hearing, English language learners and anyone who’s absorbing unfamiliar vocabulary.

The Future of Assistive Technology

Going forward, assistive technology in the classroom has room to grow. AI, Curry said, already has transformed life for people with disabilities. Once it can work reliably on its own, though, it will make a lasting impact on people with a wide array of disabilities. Higher-quality AI could not only hear words correctly, but also generate useful tools for people with Autism who have difficulty understanding facial expressions. Another opportunity for improvement lies in digital mapping. Many blind people memorize the layouts of their neighborhoods and schools and can navigate them without assistance, Curry says. When it comes to unfamiliar environments, mapping technology has a track record of being unable to specify which streets have uneven sidewalks and which have no sidewalks and guide users through unfamiliar buildings. In addition, virtual and augmented reality tools could make getting around easier for people with blindness or other visual impairments, as seen in products like the Apple Vision Pro. “Augmented and virtual reality could help [blind students] orient themselves in new environments,” Curry said.

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