Tate J.

Hedtke
SPED 609
Assignment #1
Standards #6
Cross Categorical Special Education/ Learning Disabilities
Middle Adolescence- Early Adulthood

Artifact Summary:
The following paper is an overview of the common types of assistive technology used in schools
today. Assistive technology is any device that is used in order to improve the learning of a
student. This is a very broad definition which can include any number of devices. Therefore, it
must be noted that teachers need to be extremely adaptable when considering assistive
technology, and always willing learn and try something new.
 Assistive technology is becoming increasingly more prevalent today as computers have

become staple fixtures in schools at every level. Assistive technology is defined by the

Individuals with Disabilities Education Act 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 a child with a disability. This, is a very broad

definition and makes it quite difficult for educators to become well versed in all of the options

available today. Schools and special education directors all have their own preferences, which

can make it difficult for students and teachers who may transfer between buildings within year,

or even traveling teachers in different buildings throughout the day.

The majority of assistive technology is computer based. On an even broader scale, with

the prevalence of smart phones and tablets in schools it is becoming more common for students

to have their own private access to assistive apps on their personal electronic devices such as

cellphones and tablets. These can be special programs to help improve a students academic

performance in reading, writing, and math or could be as simple as a talking calculator. Some

programs simply read what is being typed into a keyboard back to the author.

Another common type of assistive technology is for the hearing impaired. This can range

from either a personal hearing aid, to an amplification device a student wears around their neck.

Sometimes these amplification devices may be connected to a small microphone a teacher will

wear. Other modifications that can be made for those that are hearing impaired may include

captions on videos and movies or written transcripts of lectures and teacher notes.

There is also a whole host of modifications for those who are visually impaired. These

devices can range from hand held magnifying glasses to large standing, light up ones. Teachers

can make use of projectors, and different lighting schemes to ensure all students can read and see
things present on smart boards. It could be as simple as large print books for a minor visual

impairment, to large, expensive and intricate braille machines which translate textbooks and

classroom notes into braille. At times these machines can also include printers, so an individual

can read a book translated into braille, type in braille, and have it produce writing in text.

Talking computer software and books on tape are also staple items for those with a visual

impairment.

There are other types of assistive technologies available for those with cognitive

disabilities as well. For those with mild forms of autism or severe ADHD special types of

seating can be used to help absorb the students energy. Commonly known as wiggle chairs, they

are essentially exercise balls students can sit on or place atop their chairs in order to allow

students move around in their chairs. Sometimes special wedges are needed in order to promote

proper posture and reduce fatigue. In extreme cases, special chairs, straps and restraints may be

needed.

For students with other cognitive disabilities, or physical issues stemming from loss of

limb or traumatic brain injury, very few academic goals may be sought by the IEP team and

parents. With these individuals, learning life skills such as independent bathroom and bathing

skills may be required. A whole host of devices are available in order to help these individuals

achieve independence. Different types of utensils can be used and modified for individuals who

cannot properly feed or dress themselves.

Schools also provide different types of accommodations in order to allow greater

mobility for disabled children. Special bussing is available for those who have physical or

behavioral needs and cannot be easily transported with the regular population. Also, special
wheelchairs can be provided as well as adaptive bicycles for physical education. Pools are

frequently fitted with lifts in order to allow children in and out of pools.

Another type of assistive technology which will be focused on more in further papers is

augmentative communication. These devices are for those who cannot communicate normally,

or who cannot be understood. These devices can include talking computers, picture boards, or

voice output communication devices.

As it can be clearly seen, assistive technology is a very broad area of special education.

No two students will require the same types of assistance, nor will two students respond in the

same way. Also, it is very difficult for smaller districts to afford some of the larger more

expensive pieces of equipment or computer software. At times different devices are leant

between schools or borrowed from the CESA a school district belongs too. Also, special

education staff are able to apply for grants in order to receive private funding in order to improve

their schools.

In the Medford Area School District, we have had to make little use of assistive

technology in my time there. We do commonly use readily available computer software and

allow students to use their personal devices, but in my time there we have not had students whom

require extensive, expensive, and complicated assistive technology. That is until, this upcoming

school year. We have two new students entering the high school with visual impairment, one of

which is also autistic. This is just one example of Im sure thousands showing that education is

an ever changing field which requires flexibility, and adaptability. As soon as a teacher becomes

stagnant and either unable or unwilling to stay current with adaptive technology, they quickly

will become outdated.

Citations:
1) An Overview of Assistive Technology | Assistive Technology | At School (National
Center for Learning Disabilities) http://www.ncld.org/students-disabilities/assistive-
technology-education/overview-assistive-technology
2) "Building the Legacy: IDEA 2004." . US Department of Education, 1 Jan. 2004. Web. 9 July
2014. <http://idea.ed.gov/explore/view/p/,root,statute,I,A,602,1,>.
3) "Assistive Technology Devices." . Public Broadcasting Service, n.d. Web. 9 July 2014.
<http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-
disabilities/assistive-technology-devices/>.