Running head: CHAPTER 4 ASSIGNMENT - ASSISTIVE TECHNOLOGIES 1

Chapter 4 Assignment – Assistive Technologies

Ginger Daniel

Coastal Carolina University

EDIT 704, Section D1

July 26, 2020

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Introduction

Assistive technology 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 individuals with disabilities."

(Behrmann, 1998). Castelo also defined assistive technology as “any type of equipment or

software that helps people to work around the challenges they have, whether that be with

learning, communication or mobility,” (2020).

This technology has become increasingly important in today’s education system. As

schools use more and more technology within the classroom, students with challenges are being

introduced to technology that can help them better access the curriculum and participate with

their peers. As technology advances, so too does the abilities and assistance that these devices

can offer to students. In this paper, the tobii dynavox I-Series will be discussed in detail. This is

an assistive technology device that offers eye gaze-enabled speech generation.

tobii dynavox I-Series – The Tool

The tobii dynavox I-Series is designed for people with communication and motor skill

challenges due to conditions such as autism, ALS, cerebral palsy, spinal cord injuries, or for

people who have lost the ability to speak or use their hands due to stroke. This device is

classified as an augmentative/alternative communication device. This series of devices is built to

give users communication, independence, and the ability to control their device using eye gaze.

Users can be of any ability level from non-readers (they can use picture symbols) to literate

users. The eye gaze technology used is constantly being upgraded and is able to detect eye gaze

indoors and in bright sunlight outdoors.

History
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Solutions for augmentative and alternative communication have been used throughout the

years to help support people who either were born with a condition or acquired a condition that

affected their ability to communicate. The first solutions available were low-tech. These include

communication boards and picture symbols. Low-tech solutions are still an effective and cost-

effective way to help students communicate who can use their hands to point or hold picture

symbols. These can also be used in conjunction with high-tech devices.

As technology has advanced, this company began to offer touch screen speech generating

devices. These are still available for users who have the ability to use a touch screen. The

newest and most advanced technology offered is the I-Series which is controlled by the user’s

eye gaze. This offers independence and communication to users who not only have conditions

that affect their communication, but also their ability to use their hands/arms.

tobii dynavox I-Series – Types

There are two models of the I-Series. The I-13 and the I-16. Both models are built for

indoor and outdoor use and are controlled by eye tracking technology. They can also be

controlled by using a switch or touch. Systems have built-in speakers and an Intel Core i5

processor for speed in eye-tracking and speech generation. The difference in the two models is

the size of the screen.

Both systems can be coupled with apps offered by tobii dynavox to increase independence

and user growth. Two of the popular apps include:

1) Snap Core First – a symbol-based communication app for non-readers or emerging

readers
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2) Communicator 5 – this app is designed for literate users and can convert text and images

into speech, offers email, telephone, control of the home environment, Facebook, Netflix,

YouTube, and other popular tools.

Conclusion

Augmentative and alternative communication resources are needed for students and

adults who were either born with or acquired a condition that affect their ability to communicate.

Low-tech resources can be used for users who are able to manipulate, point, or hold picture cards

and use communication boards. High-tech solutions offer users the ability to take text and

images and convert them into spoken words. These devices can be a touch screen for users who

have the ability to use a pointer or their hands. The most advanced devices, the I-Series, uses

eye-tracking technology for individuals who cannot communicate and do not have the use of

their hands. This offers them a more independent life including communicating, using email,

controlling their environment, and being able to use popular sites like Facebook and YouTube.

High-tech devices are vastly more expensive than low-tech. However, insurance can

cover some or all of the cost. In the school setting, students would work with their speech

pathologist, physical therapist, occupational therapist, and teachers to set up their device and

adjust it to the student’s needs.

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References

Behrmann, Michael (1998). Assistive technology for young children in special education: it

makes a difference.

https://www.edutopia.org/assistive-technology-young-children-special-

education#:~:text=The%20definition%20of%20assistive%20technology,capabilities%20

of%20individuals%20with%20disabilities.%22

Castelo, Micah (2020). Using assistive technology to empower students with disabilities.

https://edtechmagazine.com/k12/article/2020/03/using-assistive-technology-empower-

students-disabilities-perfcon

Lever-Duffy, Judy and McDonald, Jean (2015). Teaching and learning with technology. 5th

edition. Pearson Education, Inc.

tobii dynavox. (2020). tobii dynavox products.

https://us.tobiidynavox.com/pages/i-series-ap