Resources
Assistive Technology:
Assistive technology (AT) in special education can be an essential addition to a student’s education. “Assistive technology is any piece of equipment or device that may be used by a person with a disability to perform specific tasks, improve functional capabilities, and become more independent." (Netherton, & Deal, 2006) Providing an accommodation or intervention that reduces or removes a student’s disability or handicap help students with disabilities function more autonomously and in a least restrictive environment. The assistive technology continuum can be measured by the technological level of the device, or by the level of restriction the technology has. Simplicity/complexity and independence/restrictiveness do not always correlate, but as a general rule, the lower the technology, the least restrictive the object. Thinking about assistive technology from a LRE perspective, having assistive technology that produces a least restrictive environment is preferential. Additionally, having less intervention with lower tech devices helps remove the perceived difference between a student with disabilities and their peers. (Utah State University, 2004)
Ershig Assistive Technology Resource Center and Assistive Technology Types:
The Ershig Assistive Technology Resource Center (E-ATRC) is a great resource for finding assistive technologies. Of the assistive technologies, there are a couple categories the resources can fall into: content, hearing, visual/reading, self-management/attention, and computer hardware and software.
Content:
Content assistive technology helps student conceptualize the concepts of a classroom curriculum. In general, this AT can benefit any student. In a science education classroom software like the Science Simulator DVDs can be used to illustrate different science concepts. Software like this can give students the chance to explore concepts in a controlled set-up. Another E-ATRC content AT is a current event dice. This soft foam dice has different methods of presenting current events, making the presentation of the events a rotating process and giving the students different methods of expressing their understanding of the content. Also, the dice is firm and slightly weighted, making it an ideal tactile object for a student with tactile or attention needs.
Hearing:
These technologies can help increase of reduce the amount of auditory stimuli a student receives. All students can benefit from clearer audio presentation in the classroom; students with hearing deficits would benefit from objects like microphones and voice amplifiers. A teacher would use a microphone or lapel mic to enhance their voice for the benefit of the students. A student with too much audio stimulation would benefit from a set of noise cancelling headphones. Students with AD/HD and autism can exhibit over responsiveness to external stimuli, having the ability to eliminate outside interruptions can greatly increase their attention.
Visual/Reading:
These technologies help to enhance a student’s ability to see and decode texts. Like before, most visual and reading ATs can benefit all students. Using a magnification lens is a great way to increase the size of a font and increase a student’s ability to track and focus. More complex word scanners can read words, provide definitions, pronunciations, and even save the text in a document. These assistive technologies are often more complicated, restrictive, and have a delay between the initial scanning and the response.
Self-Management/Attention:
Many students struggle with their self-management and attention skills. Teaching self-monitoring skills can help reduce a student’s off task behaviors. Some assistive technology to assist students could include day planners, calendars, routine schedules, and timers with task charts. Giving students daily routines, goals, and enumerated objectives can help students maintain their focus or regain lost attention easier. Students with AD/HD or autism can benefit from daily routines and procedures because they receive a concrete and consistent guide. Additionally, students with AD/HD can self-monitor by checking whether they are on task or off task when their timer rings. This practice is a simple but effective method for teaching student with AD/HD how to manage their behaviors and attention. Other assistive technologies for students who need to move or have tactile sensations are seat cushions, yoga balls, or smaller objects to maintain their focus. Students with AD/HD and autism can benefit from alternative seating, giving them the chance to rock or bounce if they need to; likewise, small stress balls or other tactile objects can help a student preoccupy their subconscious while placing their focus in other activities. These objects do present a potential to act as a distraction rather than an assistive tool; careful monitoring of these tactile assistive technologies is needed.
Computers:
Computers present a unique and diverse range of functions as an assistive technology. Hardware like iPads, tablets, and other devices are continually improving and becoming more affordable while software, apps, programs, and internet resources are being added every day. Students with autism have responded well to scheduled computer time with instruction and programs designed to help guide the students. Text to speech, note-taking, recording, and communication software are available on every major platform; nearly any student with or without accommodations can use computers as assistive technology. Devices like the iPad have become less expensive over the last couple years, making them more affordable and practical as an assistive technology.
Assistive technology (AT) in special education can be an essential addition to a student’s education. “Assistive technology is any piece of equipment or device that may be used by a person with a disability to perform specific tasks, improve functional capabilities, and become more independent." (Netherton, & Deal, 2006) Providing an accommodation or intervention that reduces or removes a student’s disability or handicap help students with disabilities function more autonomously and in a least restrictive environment. The assistive technology continuum can be measured by the technological level of the device, or by the level of restriction the technology has. Simplicity/complexity and independence/restrictiveness do not always correlate, but as a general rule, the lower the technology, the least restrictive the object. Thinking about assistive technology from a LRE perspective, having assistive technology that produces a least restrictive environment is preferential. Additionally, having less intervention with lower tech devices helps remove the perceived difference between a student with disabilities and their peers. (Utah State University, 2004)
Ershig Assistive Technology Resource Center and Assistive Technology Types:
The Ershig Assistive Technology Resource Center (E-ATRC) is a great resource for finding assistive technologies. Of the assistive technologies, there are a couple categories the resources can fall into: content, hearing, visual/reading, self-management/attention, and computer hardware and software.
Content:
Content assistive technology helps student conceptualize the concepts of a classroom curriculum. In general, this AT can benefit any student. In a science education classroom software like the Science Simulator DVDs can be used to illustrate different science concepts. Software like this can give students the chance to explore concepts in a controlled set-up. Another E-ATRC content AT is a current event dice. This soft foam dice has different methods of presenting current events, making the presentation of the events a rotating process and giving the students different methods of expressing their understanding of the content. Also, the dice is firm and slightly weighted, making it an ideal tactile object for a student with tactile or attention needs.
Hearing:
These technologies can help increase of reduce the amount of auditory stimuli a student receives. All students can benefit from clearer audio presentation in the classroom; students with hearing deficits would benefit from objects like microphones and voice amplifiers. A teacher would use a microphone or lapel mic to enhance their voice for the benefit of the students. A student with too much audio stimulation would benefit from a set of noise cancelling headphones. Students with AD/HD and autism can exhibit over responsiveness to external stimuli, having the ability to eliminate outside interruptions can greatly increase their attention.
Visual/Reading:
These technologies help to enhance a student’s ability to see and decode texts. Like before, most visual and reading ATs can benefit all students. Using a magnification lens is a great way to increase the size of a font and increase a student’s ability to track and focus. More complex word scanners can read words, provide definitions, pronunciations, and even save the text in a document. These assistive technologies are often more complicated, restrictive, and have a delay between the initial scanning and the response.
Self-Management/Attention:
Many students struggle with their self-management and attention skills. Teaching self-monitoring skills can help reduce a student’s off task behaviors. Some assistive technology to assist students could include day planners, calendars, routine schedules, and timers with task charts. Giving students daily routines, goals, and enumerated objectives can help students maintain their focus or regain lost attention easier. Students with AD/HD or autism can benefit from daily routines and procedures because they receive a concrete and consistent guide. Additionally, students with AD/HD can self-monitor by checking whether they are on task or off task when their timer rings. This practice is a simple but effective method for teaching student with AD/HD how to manage their behaviors and attention. Other assistive technologies for students who need to move or have tactile sensations are seat cushions, yoga balls, or smaller objects to maintain their focus. Students with AD/HD and autism can benefit from alternative seating, giving them the chance to rock or bounce if they need to; likewise, small stress balls or other tactile objects can help a student preoccupy their subconscious while placing their focus in other activities. These objects do present a potential to act as a distraction rather than an assistive tool; careful monitoring of these tactile assistive technologies is needed.
Computers:
Computers present a unique and diverse range of functions as an assistive technology. Hardware like iPads, tablets, and other devices are continually improving and becoming more affordable while software, apps, programs, and internet resources are being added every day. Students with autism have responded well to scheduled computer time with instruction and programs designed to help guide the students. Text to speech, note-taking, recording, and communication software are available on every major platform; nearly any student with or without accommodations can use computers as assistive technology. Devices like the iPad have become less expensive over the last couple years, making them more affordable and practical as an assistive technology.