Assistive Technology
The legal definition for Assistive Technology as it appears in IDEA is "any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device". An assistive technology device is defined by the Assistive Technology Act of 1988 as "any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."
Assistive Technology items can be described as "low tech", "mid tech" or "high tech".
- Low tech items are usually inexpensive, simple to make and easy to obtain. Some examples of low tech devices are pencil grips, slant boards, paper communication boards/cards, highlighting, specialized paper, or a program modification such as increased time or access to classroom notes.
- Examples of mid-tech devices are calculators, eye glasses, splints, digital recorders, a magnifying glass, single switches, Big Mack switch, cause and effect software programs, and static display communication devices.
- High Tech items would include wheelchairs, Dynamic display augmentative communication devices, complex computer software programs that involve speech to text and text to speech components, infrared mouse options, and computers.
Listed below are some common Assistive Technology Terms and Devices:
Alternative Access/Input Device - An alternative access/input device allows individuals to control their computers using tools other than a standard keyboard or pointing device. Examples include alternative keyboards, electronic pointing devices, sip-and-puff systems, wands and sticks, joysticks, and trackballs.
Augmentative and Alternative Communication (AAC) System - An AAC system is one that increases or improves the communication abilities of individuals with receptive or expressive communication impairments. The system can include sign language, graphical symbol systems, synthesized speech, dedicated communication devices, and computer applications. AAC technology spans a wide range of products, from low-tech picture boards to high-tech speech recognition programs.
Braille Embossers and Translators - A Braille embosser transfers computer-generated text into embossed Braille output. Translation programs convert text that has been either scanned or typed into Braille that can be printed on the embosser. Refreshable Braille can be used as a screen reader for individuals with visual impairments.
Durable Medical Equipment (DME) -Durable Medical Equipment (DME) is any piece of equipment that is used to serve a medical purpose, can withstand repeated use, and is appropriate for use in the home. It is expected to last for a substantial period of time. Durable medical equipment can include devices, controls, or appliances specified in an individual’s plan for medical care. The equipment is used to help increase the individual’s ability to perform various activities of daily living or to communicate with the community in which they live.
Environmental Control Unit (ECU) - ECUs enable individuals to control electronic devices in their environment through a variety of alternative access methods, such as switch or voice access. ECUs can control lights, televisions, telephones, music players, door openers, security systems, and kitchen appliances.
Onscreen Keyboard - Onscreen keyboards are software-generated images of a standard or modified keyboard placed on the computer screen. The keys are selected by a mouse, touch screen, trackball, joystick, switch, or electronic pointing device. Microsoft has a free onscreen keyboard available.
Optical Character Recognition and Scanners - Optical character recognition (OCR) software works with a scanner to convert images from a printed page into a standard computer file. With OCR software, the resulting computer file can be edited. Pictures and photographs do not require OCR software to be manipulated. Programs such as Kurzweil, Read and Write gold, and Wynn have these capabilities.
Screen Reader - A screen reader is a software program that uses synthesized speech to “speak” graphics and text aloud. This type of program is used by people with limited vision or blindness or with a print disability, such as dyslexia. Programs that are widely used by individuals with visual impairments are Microsoft’s Narrator and commercial programs such as Jaws.
Talking Word Processors - Talking word processors are software programs that provide audio feedback as the student writes. As each letter is typed and each word is written, the device will “speak” it aloud. Many of these inexpensive writing programs also incorporate powerful tools for reading. Students with learning disabilities often find that having written material read aloud helps them to better edit, understand and organize their projects. Free programs that are available are Word Talk, and Power Talk and Microsoft has a speak add-in.
Text to Speech Programs - This software converts written text, including Word documents, Web pages, PDF files, and emails into audio files that play on a computer, CD-ROM player, MP3 device, IPOD or other digital audio playback equipment. Developed for individuals with low vision or blindness, text to speech technology has improved greatly, with natural sounding voices, greater conversion speed, and improved ease of use. Free programs include Balabolka, Free Natural Reader, and Word Talk. Paid programs include Kurzweil, Read and Write Gold, Wynn, and Dolphin.
Voice Recognition (sometimes referred to as "speech-to-text") - Different types of voice recognition systems (also called speech recognition) are available. Voice recognition allows the user to speak to the computer, instead of using a keyboard or mouse, to input data or control computer functions. Voice recognition systems can be used to create text documents such as letters or email, to browse the Internet, and to navigate among applications and menus. An example would be Dragon Naturally Speaking and Microsoft Speech Recognition.
Word Prediction Programs - Word prediction programs allow the user to select a desired word from an on-screen list located in a prediction window. The computer-generated list predicts words based on the first or second letter(s) typed by the user. The word may then be selected from the list and inserted into the text by typing a number, clicking the mouse, or scanning with a switch. Free examples include eType and Let Me Type and paid programs are Co:writer and Word Q.
The consideration for Assistive Technology is discussed at every IEP meeting when the IEP team reflects on what accommodations are necessary to ensure that the student receives FAPE. Within the Consideration of Special Factors section of the IEP, the need for Assistive Technology devices and services is determined through one of the following:
- Accommodations documented in the IEP reflect consideration
- No assistive technology is necessary to ensure FAPE
The IEP will address Assistive Technology throughout the IEP in multiple locations:
- PLOP: Information regarding assistive technology supports will be included in the specific domains within the PLOP of the IEP as they apply. Information will describe what (device features), how, when, and with what level of support the student uses the supports.
- Goals: AT supports should be written in as supports within the goals for various domains as indicated in the PLOP. Specific devices will not be named, but rather the features of the device that are required (e.g. Rather than iPad with Grid Player app, list “device with text-to-speech capabilities and dynamic display communication grids”).
- Accommodations/Modifications/Supplementary Services: AT information will be included in the Accommodations section for students who participate in any general education classes including related arts if the student will require use of the AT support during that class. The IEP team should consider whether or not general education personnel will require additional training or support in implementing AT materials/devices in the regular education environment.
- Special Education and Related Services: If student requires training with device it would either be included in an academic domain or communication domain service delivery description (example: small group instruction and training/monitoring of use of voice output communication device).
- State and District Testing Accommodations and Modifications: Include AT supports if required to participate in testing.
- ESY: If the student has AT supports specified on the current IEP, and the ESY services/goals being recommended require the continued use of those AT supports, then specify AT supports on the ESY IEP. Provide ESY information to Heather or Laura to review prior to the meeting so that we can have that equipment available during ESY.
Assistive Technology Team
The Assistive Technology Team of Greenville County Schools is comprised of professionals from multiple disciplines including teachers, speech-language pathologists, and occupational therapists. Assistive Technology (AT) is federally mandated for all students with an Individualized Education Plan (IEP) by requiring that IEP teams consider the student’s needs for assistive technology devices and services in order to ensure a Free Appropriate Public Education (FAPE).
The Assistive Technology Team works to integrate with other services that the student receives. Training and support to ensure that AT services are effectively integrated into the student’s curriculum may be provided by any member of the IEP team.
The continuum of supports provided by the Assistive Technology team includes the following:
Classroom Supports:
These supports are classroom specific. Examples include collaboration with educators, conducting classroom evaluations, and training of students and staff. Collaborating with the AT staff can occur in person, by phone, or through digital means (email, etc.). The AT staff may recommend a classroom evaluation to provide strategies, equipment, and/or classroom modifications for use in the classroom.
Individual Supports:
These supports identify potential strategies and tools to assist individual students who demonstrate difficulty achieving specific educational goals. This includes students receiving special education services and students receiving accommodations outlined within a 504 plan. The educational team (i.e. IEP team/504 committee, etc.) must consider whether the strategies, accommodations, and modifications that are currently in place to support the student are meeting the student's educational needs or if the student may need other supports. Best practice dictates that the educational team collaborate with the AT staff as the first step in obtaining individual supports. Collaborating with the AT staff can occur in person, by phone, or through digital means (email, etc.). The IEP team/504 committee may choose to email the AT Trainer during the meeting to initiate collaboration.
Support from the AT Staff may result in one of the following:
- Written recommendations for customizing and integrating tools and strategies presently available within the school environment to support the student in meeting individual educational goals. The educational needs of the majority of students receiving individual supports are met through resources already available within the learning environment.
- Written recommendations for integrating tools and strategies presently available within the school environment and requesting an individual AT evaluation within the IEP/504 Plan to identify additional supports for consideration. Once the IEP team/504 committee has collaborated with the AT Staff and identified that additional supports (not already present within the educational environment) may be necessary for the student, an individual AT evaluation should be requested within the IEP/504 Plan.
In accessing Assistive Technology supports and the Assistive Technology Team, GCS uses a tiered approach as illustrated below.
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