This document discusses assistive technology, which refers to devices or equipment that help individuals with disabilities function better. It defines assistive technology and adaptive technology, and describes how assistive technology is used to support individuals with various disabilities, including hearing, visual, physical, and learning disabilities. The document also outlines several laws related to assistive technology and the rights of individuals with disabilities.

1. ASSISTIVE TECHNOLOGY
By: Wendy Brantley
EDU 505

2. WHAT
IS
ASSISTIVE
TECHNOLOGY
 Assistive technology refers to “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",[while adaptive
technology covers items that are specifically
designed for persons with disabilities and
would seldom be used by non-disabled
persons. In other words, "assistive
technology is any object or system that
increases or maintains the capabilities of
people with disabilities," while adaptive
technology is "any object or system that is
specifically designed for the purpose of
increasing or maintaining the capabilities of
people with disabilities.“

3. ASSISTIVE TECHNOLOGY
 The evaluation of the needs of an individual with a disability, including a
functional evaluation of the individual in the individual's customary
environment;
 Purchasing, leasing, or otherwise providing for the acquisition of assistive
technology devices by individuals with disabilities;

Selecting, designing, fitting, customizing, adapting, applying, retaining,
repairing, or replacing of assistive technology devices;
 Coordinating and using other therapies, interventions, or services with
assistive technology devices, such as those associated with existing
education and rehabilitation plans and programs;
 Training or technical assistance for an individual with disabilities or, where
appropriate, the family of an individual with disabilities; and
 Training or technical assistance for professionals (including individuals
providing education or rehabilitation services), employers, or other
individuals who provide services to, employ, or are otherwise substantially
involved in the major life functions of individuals with disabilities

4. WHO USES
ASSISTIVE TECHNOLOGY
 Students who use assistive technology range from individuals
who struggle with handwriting or organizational skills to children
who are severely disabled and need assistive technology to
perform very basic communicative tasks.
 Many assistive technology devices are meant to help students
access technology itself. Examples of this are alternative input
devices, such as joysticks, touch screens and voice recognition
devices. Assistive technology includes programs that check
spelling and grammar.
 In order for assistive technology to help, a student must first have
an identified disability. Otherwise, the teacher will not know which
device will help the student.

5. HEARING
ASSISTIVE
TECHNOLOGY Hearing assistive
technology
systems are
devices that can
help you function
better in your day-
to-day
communication
situations.
Hearing assistive
technology devices
include a large
variety of devices
designed to improve
audibility in specific
listening situations.
Some are designed
for use with hearing
aids or cochlear
implants, while
others are designed
to be used alone.

6. VISUAL IMPAIRED
ASSISTIVE
TECHNOLOGY
Students with visual
impairments can complete
homework, do research, take
tests, and read books along with
their sighted classmates, thanks
to advances in technology.
Assistive technology is
essential in today's
world to enable people
who are blind or visually
impaired to participate
fully in school, work,
and life.

7. A child with low vision might use these tools:
 eyeglasses or contact lenses
 a handheld or stand magnifier
 a slant board for bringing material closer when working
 colored overlays to put over printed material to provide
better contrast
 bold-lined paper to help stay on the line when writing
 a bold marker for writing
 a calculator with a large-print display
 a digital recorder
 a computer with screen enlargement software
 a video magnifier
A child who is blind might use these tools:
 a braillewriter
 a slate and stylus
 raised-line paper for writing or graphing
 a signature guide used to position a pen when signing one's
name
 a calculator with voice output that speaks what is on the
screen
 a digital recorder
 a talking dictionary
 a computer with screen reading software
 an audio book player
A child who has multiple disabilities might use a combination of the tools for children with low vision and blindness
and in addition may use:
a switch to operate a toy or appliance
 a communication device that speaks when a button is pressed
 a communication book that has pictures, raised symbols, print or braile in it that the child uses to express herself

8. The purpose of assistive technology is to work
around specific deficits, rather than fixing them. It
helps people with learning differences reach their
full potential and live satisfying, rewarding lives.
Assistive technology, however, should be a part of
an overall program to help individuals with
learning differences. Learning disabilities are
professionally diagnosed learning difficulties with
reading, writing, speaking, listening, spelling,
reasoning or math. Children with learning
differences grow up to be adults with learning
differences. However, with hard work and helpful
tools, children with
learning differences can greatly improve their
success in these areas.
Assistive technology is one such tool.
LEARNING
DISABLED
ASSISTIVE
TECHNOLOGY

9. PHYSICALLY DISABLED ASSISTIVE TECHNOLOGY
Physical impairments come in many forms and can generally be classified as a loss
or limitation of function in muscle control or movement or a limitation in mobility. This
may include hands that are too large or small for a keyboard, shakiness, arthritis,
paralysis, and limb loss, among other difficulties. There is a wide range of assistive
technologies available to help with all these impairments. Below are some of the most
popular ones. You can find a fuller range by using the useful links at the foot of the
page.

10. LAWS
 IDEA-The Individuals with Disabilities Education Act (IDEA) - established the federal commitment to assistive technology. First, IDEA adopted the language and definitions of the Tech Act
provision, changing only the wording of individual to child or children. Second, IDEA... provides that if a child with a disability requires assistive technology devices or services, or both, in order to
receive a free appropriate education, the public agency shall ensure that the assistive technology devices or services are made available to that child, either as special education, related services, or as
supplementary aids and services that enable a child with a disability to be educated in regular classes. Determinations of whether a child with a disability requires assistive technology devices or
services under this programs must be made on an individual basis through applicable individualized education program and placement procedures
 Section 501 of Rehabilitation Act - prohibits discrimination on the basis of disability in Federal employment and requires Federal agencies to establish affirmative action plans for the hiring,
placement, and advancement of people with disabilities in Federal employment.
 Section 50 4 of Rehabilitation Act - Section 504 prohibits discrimination based on disability in federally funded and federally conducted programs or activities in the United States, including
employment programs.
 Section 508 of Rehabilitation Act - In 1998, Congress amended the Rehabilitation Act to require Federal agencies to make their electronic and information technology accessible to people with
disabilities. Section 508 was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies
that will help achieve these goals. The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Agencies must give disabled
employees and members of the public access to information that is comparable to the access available to others.
 Americans with Disabilities Act (ADA) -Prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, state and local government services, public
accommodations, commercial facilities, and transportation. The ADA requires that reasonable accommodations be provided in meeting the needs of individuals with disabilities.
 Section 255 of the Telecommunications Act 1966- Requires manufacturersof telecommunications equipment and providers of telecommunicationsservices to ensure that such equipment and
services are accessible to persons with disabilities.
 The Assistive Technology Act 1998- Establishes a grant program, administered by the U.S. Department of Education, to provide Federal funds to support State programs that address the assistive
technology needs of individuals with disabilities.
 The Assistive Technology Act of 2004- provide assistive technology to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing
field with other members of their communities. The Act covers people with disabilities of all ages, all disabilities, in all environments (early intervention, K-12, post-secondary, vocational
rehabilitation, community living, aging services, etc.).

11. REFERENCES
Alnahdi, G. (2014). Assistive Technology in Special Education and the Universal Design for Learning. Turkish Online Journal
Of Educational
Technology - TOJET, 13(2), 18-23.
American Foundation for the Blind. (2015). Overview of Assistive Technology for Families with a Visually Impaired Child.
Retrieved from
http://www.familyconnect.org/info/technology/an-overview/25
D’ Andrea, I. M., Presley, I. (2015) Assistive Technology for Students Who Are Blind or Visually Impaired. Retrieved from
http://www.afb.org/assistivetechnology/book.asp?ch=appA
Li, Z., Ajuwon, P. M., Smith, D. W., Griffin-Shirley, N., Parker, A. T., & Okungu, P. (2012). Assistive Technology Competencies
for Teachers of
Students with Visual Impairments: A National Study. Journal Of Visual Impairment & Blindness, 106(10), 656-
665.
Minnesota Department of Human Services Online, (2015). Assistive Technology. Retrieved from
http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&RevisionSelectionMethod=LatestReleased&dDocName=
id_002713
National Disability Rights Network. 9(2015). Technology Specific Laws and Regulations. Retrieved from
http://ndrn.org/en/issues/assistive-technology/292-assistive-technology-federal-law-and-regulations.html
Raskind, Marshall. (2000). Assistive Technology for Children with Learning Difficulties. Retrieved from
http://www.pluk.org/Pubs/ATguide4LD_419k.pdf