Introduction

Physical Accessibility

Assistive Technology

Universal Design

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Assistive technology, as defined by the Individuals with Disabilities Education Act (IDEA), is:

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. (20 U.S.C., 1401,
Section 602 [1])

Assistive technology devices can be low-tech, like adapted eating utensils, or picture books, or high-tech, such as computerized speech devices or electronic switches that are activated by eye movements. It all depends on the individual’s needs. Assistive technology can help individuals in a wide range of areas like mobility, sight, performance of daily living skills, and recreation and leisure.

Using assistive technology devices in the classroom is a means of increasing a person’s independence and participation in activities. For example, without the assistance of a mobility device, such as a wheelchair, some people would not be able to move about freely from one place to another. As you can see, a wheelchair is something that helps a person perform better in his or her environment. Therefore, it is not appropriate to say that a person is “confined to a wheelchair”. Most people who use a wheelchair do leave their chair to rest, exercise, travel in a car, etc. It is more appropriate to say that a person uses a wheelchair to get around, or that they have a wheelchair.

Another form of assistive technology includes communication aids. These are typically used by students who have physical impairments that prevent them from speaking, or being able to speak clearly and/or audibly. For example, a student may use a communication board to express his or her needs and feelings. A communication board can range from a very simple, hand-made device to an expensive top of the line piece of electronic equipment with thousands of words of vocabulary. A communication board may contain different pictures, or switches that a student can use to indicate being thirsty, hungry, needing to use the restroom, wanting to rest, wanting to play, being tired, being happy, sad, or angry, etc.

There is no limit to the different types of things a communication board or device can include. A communication device can also include words and/or pictures illustrating concepts from the general curriculum, so that the student can participate in general education classes with you. For example, visit http://www.abledata.com/Site_2/assistiv.htm and check the section about communication devices – notice how many different types are available to meet individual students’ needs!

Before giving a student an assistive technology device to use, it is important to assess that student’s academic and social skills, and physical capabilities. The needs of the family should also be considered. Paying attention to such factors is necessary to determine the specific goals and objectives for using the technology and also in finding the most effective devices for that specific student. Personal preference is also important. If a person is going to be using an assistive technology device frequently, it is important that he or she is comfortable with that device.

Assistive technology can help a person with just about anything, whether it be mobility, sight, sound, or communication. Assistive technology can compensate for potential barriers that a disability may create. Without assistive technology, some students may not have the opportunity to be included in regular academic settings with their peers. When you look at it this way, it is easy to see just how important and beneficial assistive technology is!

References:
Heward, W. L. (2003). Exceptional children: An introduction to special education (7th ed.). Columbus, OH: Merrill Prentice Hall.

Once you have completed the above activity, you are ready to proceed to the Universal Design section!

Introduction

Physical Accessibility

Assistive Technology

Universal Design