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Assistive
Technology
Assistive technology refers to any “item, piece of equipment or product system whether
acquired commercially off the shelf, modified, or customised that is used to increase,
maintain or improve functional capabilities of individuals with a disability” (Leung, Owens,
Lamb, Smith, Shaw, & Hauff, 1999). My personal experience of Down syndrome within my
family prompted me to investigate how assistive technology can change and enhance one’s
life. For this reason my iVideo focuses on assistive technology for students with Down
syndrome.
In addition to children with Down syndrome, assistive technology also has the capabilities to
assist all types of disabilities or special needs, which should be a key focus for K-6 educators.
Why? In 2010, there were an estimated 15,000 students with disabilities and 50,000 students
with special needs enrolled in mainstream classes across primary and secondary schools in
NSW (Parliament of New South Wales, 2010). With just over 3,000 NSW public and private
schools, that is an average of 22 students per school with a disability or special need that
potentially require us as educators to know, understand and utilise assistive technology (New
South Wales Department of Education and Training, 2010).
When educating students with Down syndrome, assistive technology has a very important
role to play. To understand the impact assistive technology may have on the life of a child
with Down syndrome, it is imperative to understand the characteristics associated with the
developmental disability. The following factors are typical of Down syndrome however, will
vary for each individual. A child with Down syndrome will generally face delays in motor
skills, development of verbal short-term memory, with speech and language being the area
most significantly delayed (Alton, 2008; DSAQ, 2010).
The benefits of assistive technology for students with Down syndrome are extensive and
diverse. Roblyer and Doering (2010), suggest that assistive technology offers an individual
with a disability “increased opportunities for learning, productivity, and independence –
opportunities that otherwise would not be available” (p.408). ATTO (2005) agree,
highlighting that assistive technology has the potential to enhance abilities and avoid or
compensate for any obstructions those disabilities or special needs can create. Assistive
technology also offers the opportunity for self-paced and personalised learning, immediate
feedback and control over learning (Black & Wood, 2003).
In the primary classroom, students are expected to more often than not use a pencil or pen to
write. This can create a barrier for a student with Down syndrome, however devices linked to
a computer can help these students overcome this obstruction to learning. Some examples
include key guards, which are simply attached to a keyboard with Velcro and can increase
accuracy and hand placement on the keyboard or alternative keyboards which can be tailored
to specific individual needs (Torreno, 2010). For students with more severe motor
developmental delays, a pointing or typing aid may be used in conjunction with key guards or
devices such as a trackball or joystick. (Torreno, 2010).

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Leading the way in innovative assistive technology is the iPad and iPod touch. DSAQ (2010)
explains that for students with Down syndrome the use of these assistive technologies has
seen an increase in “engagement and skill development in many areas” (p. 2). The most
exciting elements of these tools are their portable ease and their access to a continuous
release of applications that assist in areas where students with Down syndrome may be
delayed. For example, English, fine motor skills, communication and maths, making the
benefits of these assistive technologies endless (DSAQ, 2010).
One factor that facilitates learning for a student with Down syndrome is their “strong visual
awareness and visual learning skills” (Alton, 2008, p.2). The iPad and iPod touch
applications offer a range of opportunities to suit this learning style with the use of highly
motivating graphics, animation and videos. Some examples include ‘123 Animals Counting’
which teaches visually and vocally how to count using touch screen interaction and ‘Time
Timer’ which uses a visual timer application to set and view a visual countdown (DSAQ,
2010).
Students with Down syndrome may be significantly delayed in their speech and language and
may use assistive technology to develop their speech or replace their verbal communication.
Students with speech and language delays who use assistive technology may enhance their
speech production, communicate their needs and desires better and see an overall increase in
their performance at school (Kumin, 2008; Plumley, 2009). Proloquo2go is an application
that provides a communication solution for people who have difficulty speaking. It turns the
iPhone/iPod touch “into a full augmentative and alternative communication device … that
uses a combination of symbols, words, sounds and technology to allow people without
functional vocal abilities to communicate” (Winograd, 2009).
Assistive technology has some disadvantages; resistance from educators to use new
technologies; education and training of individuals in the use of assistive technology;
maintenance issues; and cost (Leung et al., 1999). While these issues are important and
cannot be discounted there are actions that can be taken to address them. According to Leung
et al. (1999) resistance stems from bad experiences with technology. To reduce this
resistance, educators must undertake professional development in both technology and
assistive technology. There are multiple Down syndrome organisations across Australia and
the world who offer professional development courses for educators. For example Down
syndrome NSW, Down syndrome QLD and Down syndrome educational international, who
offer a range of webinars for educators across the world. Once educators begin to gain
positive experiences and build their confidence using technology, I believe the resistance to
utilise assistive technology will subside. In terms of maintenance and cost, there is no
legislation in Australia that orders the provision of assistive technology for students who have
disabilities (Leung et al., 1999). However in terms of an iPad or Pod touch for example, once
the initial cost of purchase has been laid out, the applications are relatively cheap and when
bugs are identified within the applications, a fix is sent which is easily downloadable.
In conclusion, assistive technology is a significant topic for K-6 educators. It can provide
students with Down syndrome increased opportunities that otherwise may not be available to
them. While assistive technology may have some disadvantages, if we as educators

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understand the technology and its benefits, it is easy to see that it can play a significant role in
the education of a student with Down syndrome.
Reference List
Alton, S. (2008). Including Pupils with Down's syndrome: Primary. Teddington: Down's
Syndrome Association.
ATTO. (2005). Introduction to Assistive Technology. Retrieved February 16, 2011, from
Assistive Technology Training Online Project.
Black, B., & Wood, A. (2003). Utilising information communication technology to assist the
education of individuals with Down syndrome. Hampshire: The Down Syndrome
Educational Trust.
DSAQ. (2010). The DSAQ Guide to Apps for iPad and iPod touch. Stafford: Down
Syndrome Association of QLD Inc.
Kumin, L. (2008). Helping Children with Down Syndrome Communicate Better: Speech and
Language Skills for Ages 6-14. Bethesda: Woodbine House.
Leung, P., Owens, J., Lamb, G., Smith, K., Shaw, J., & Hauff, R. (1999). Assistive
Technology - Meeting the technology needs of students with disabilities in post-
secondary education. Canberra: Department of Education, Training and Youth
Affairs.
New South Wales Department of Education and Trainin. (2010). STATISTICAL BULLETIN:
Schools and Students in New South Wales, 2009. Sydney: New South Wales
Department of Education and Training.
Parliament of New South Wales. (2010). The provision of education to students with a
disability or special needs. Sydney: Parliament of New South Wales.
Plumley, K. (2009, October 19). Assistive Technology for Speech Disorders: Methods to
augment, supplement, or replace verbal communication. Retrieved February 20, 2011,
from http://www.suite101.com/content/assistive-technology-for-speech-disorders-
a158458
Roblyer, M. D., & Doering, A. H. (2010). Integrating Educational Technology into Teaching.
Boston: Allyn & Bacon.
Torreno, S. (2010, August 18). Assistive Technology for Children with Physical Disabilities.
Retrieved February 19, 2011, from The Bright Hub:
http://www.brighthub.com/education/special/articles/47379.aspx
Winograd, D. (2009, October 21). Proloquo2Go: Assistive communication for the iPhone and
iPod touch. Retrieved February 23, 2011, from TUAW: The unofficial Apple
Weblog: http://www.tuaw.com/2009/10/21/proloquo2go-assistive-communication-
for-the-iphone-and-ipod-tou/