Using Assistive Technology (AT) efficiently is very important. This presentation gives an overview of the use of AT in the elementary, middle, and high school settings.

1. An Overview
Heather Hammack

2. What is assistive technology?
 “The Individuals with Disabilities Education Improvement
Act of 2004 (IDEA ’04) defines an assistive technology
device as “any item, piece of equipment, or product
system, that is used to increase, maintain, or improve the
functional capabilities of a child and specifically excludes
a medical device that is surgically implanted or the
replacement of such device” (e.g., a cochlear implant).” (p.
1).
 “IDEA (2004) also defines an assistive technology service
as “any service that directly assists a child with a disability
in the selection, acquisition, or use of an assistive
technology device.” (p. 2)
The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on [March 20, 2015]
fromhttp://iris.peabody.vanderbilt.edu/module/at/

3. How are assistive technology
devices used in school?
 Assistive technology devices are use to:
 Communicate or perform academic tasks
 Participate in social activities
 Mobility around school facilities
 Optimal seating/positioning
 Access to educational materials and
opportunities (p. 2)
The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on [March 20,
2015] fromhttp://iris.peabody.vanderbilt.edu/module/at/

4. Types of Assistive Technology
 Assistive technology is not limited to
devices or tools.
 Assistive technology involves two
formats:
 devices
 Services (p. 2)
The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on [March
20, 2015] fromhttp://iris.peabody.vanderbilt.edu/module/at/

5. Assistive Technology Devices
 Devices are tools that are used to
increase efficiency of academic and
functional performance, as well as
providing access to the educational
curriculum.
 There are many different assistive
technology devices available.
 Devices can be simple (relatively
inexpensive) or complex (oftentimes
very expensive). (p. 3)The IRIS Center for Training Enhancements. (2010). Assistive
Technology: An Overview. Retrieved on [March 20, 2015]
fromhttp://iris.peabody.vanderbilt.edu/module/at/

6. Examples of Assistive
Technology Devices
 Simple:
 Planners, pencil grips, pencil holders, raised line
paper, ruled carbon paper, highlighting pens,
tape, specialized writing tools, calculators,
recorders, timers (p. 2)
 Complex:
 adapted toys, text reader/word prediction
software, desktop, easel, book scanner,
alternative communication devices, braille book,
braille writer, audiobooks, braille display/input
device, alternate keyboards, joystick input
devices (p. 2?)
The IRIS Center for Training Enhancements. (2010). Assistive
Technology: An Overview. Retrieved on [March 20, 2015]
fromhttp://iris.peabody.vanderbilt.edu/module/at/

7. Assistive Technology Services
 Provided by professionals
 Can be provided in many ways:
 Evaluating students’ need for a device
 Buying, leasing, or acquiring device
 Selecting fitting, adapting, repairing, or replacing
device if needed
 Coordinating services who use the device
(educational, therapies)
 Providing training or technical assistance to
teachers, students, family, or others involved in
implementation of the device (p. 3)
The IRIS Center for Training Enhancements. (2010). Assistive
Technology: An Overview. Retrieved on [March 20, 2015]
fromhttp://iris.peabody.vanderbilt.edu/module/at/

8. Consideration of Assistive
Technology Uses
 In education, consideration of assistive
technology is performed by the
Individualized Education Plan Team:
 Team members include, but are not limited to
(parents, student (if applicable), general
education teacher, special education teacher,
related and other service providers, school
administrator and/or an additional Local
Education Agency representative (p. 4).
The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on [March
20, 2015] fromhttp://iris.peabody.vanderbilt.edu/module/at/

9. Determining Assistive
Technology Needs
1. IEP team determines and discusses
present levels of educational achievement
and functional performance.
2. Develop goals based on present levels
3. Consider challenges, environments, tools,
materials, other tasks that will possibly
interfere with access to the curriculum or
school activities
4. Brainstorm, discuss, and make decisions
on assistive technology necessary to gain
access to the curriculum. (p. 4)
The IRIS Center for Training Enhancements. (2010). Assistive
Technology: An Overview. Retrieved on [March 20, 2015]
fromhttp://iris.peabody.vanderbilt.edu/module/at/

10. Implementation Plan
 In order to ensure all activities related to
assistive technology devices are completed
and being used appropriately, schools need to
have an implementation plan.
 The implementation plan will provide
information about:
 Contact person for coordinating efforts
 Implementation team identification and description of
their duties
 Devices and services used
 How AT is used at home, school, and community
 How training will be provided
 How AT will be monitored and evaluated (p. 5)
The IRIS Center for Training Enhancements. (2010). Assistive
Technology: An Overview. Retrieved on [March 20, 2015]
fromhttp://iris.peabody.vanderbilt.edu/module/at/

11. Evaluation and Decision
Making
 Feedback from students regarding AT,
observations of student use and
engagement with AT, and data collection
concerning usefulness and benefits of AT
should begin as soon as implementation
begins.
 The implementation team will reconvene to
evaluate the AT after all of the information
stated above is collected over a period of
time.
 Ongoing monitoring should occur as long
as assistive technology is being used (p. 6)
The IRIS Center for Training Enhancements. (2010). Assistive
Technology: An Overview. Retrieved on [March 20, 2015]
fromhttp://iris.peabody.vanderbilt.edu/module/at/

12. Assistive
Technology for
Hearing Impaired
Assistive Listening Devices
(ALDs):
FM systems use radio signals
to transmit and amplify
sounds. In classrooms,
teachers wear a microphone
connected to a transmitter, and
the student wears the receiver,
which is tuned to a specific
frequency or channel to
amplify the teacher’s voice.
http://www.michdhh.org/assistive_devices/images/audisee2.jpg
http://www.nidcd.nih.gov/staticresources/health/hearing/NIDCD-
Assistive-Devices-FS.pdf

13. Assistive
Technology for
Visually Impaired
Brailler:
Braillers are used by visually impaired
students to gain access to the
educational curriculum. Teachers for
the visually impaired are specially
trained to teach braille, how to read
braille, and use it effectively. The Smart
Brailler is a brailler that uses newer
technology to enhance and engage
students’ educational experience. They
can upload and save data onto flash
drives, contains built-in software for
beginners, as well as educational
software, mechanical braille
capabilities,and a battery charger.
http://www.perkinsproducts.org/sites/default/files/assets/images/featureprods
/smartbrailler/sb-header1.jpg
http://www.perkinsproducts.org/smartbraill
er/features-benefits

14. Assistive
Technology for
Learning Disabilities
http://www.districtadministration.com/sites/districtadministration
/files/Bookshare1.jpg
Audio Books:
“Recorded books allow users to
listen to text and are available in a
variety of formats, such as
audiocassettes, CDs, and MP3
downloads. Special playback
units allow users to and search
and bookmark pages and
chapters. Subscription services
offer extensive electronic library
collections”
http://www.greatschools.org/special-education/assistive-technology/954-
audio-books-publications.gs?content=954

15. Assistive
Technology for
Physical Disabilities
https://cambiumtechnology.files.wordpress.com/2
012/04/graham-intellikeys-s.jpg
Alternative Keyboards:
Alternative or adaptive keyboards
make it easier for students with
physical disablities type and have
access to the Internet and online
resources. It may also be used as
a way to complete instructional
tasks or communication.
Keyboards can be basic, only
modifying coloration and layout,
to more complex, using highly
sophisticated technology to
enable physically impaired
students to utilize it in the school
setting.
http://www.gateway2at.org/page.php?page_ID=3&gen_ID=12&men
sub_ID=4&submen_ID=1&AtDet_ID=20

16. References
 Asher, N. (2002). The AudiSee an audio-visual FM system. E-
Michigan Deaf and Hard of Hearing People. Retrieved
from
http://www.michdhh.org/assistive_devices/audisee.html
 General Medical Council. (n.d.). Assistive Technology for
people with physical impairments.General Medical Council.
Retrieved from
http://www.gateway2at.org/page.php?page_ID=3&gen_ID=
12&mensub_ID=4&submen_ID=1&AtDet_ID=20
 Karger, J., & Hitchcock, C. (2003). Access to the general
curriculum for students with disabilities: a brief for parents
and teachers. Wakefield, MA: National Center on
Accessing the General Curriculum. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/b
rief_parents_…

17. References
 NIH Publication. (2011). NIDCD fact sheet: assistive devices for
people with hearing, voice, speech, or language
disorders. NIH Publication, 11. Retrieved from
http://www.nidcd.nih.gov/staticresources/health/hearing/NI
DCD-Assistive-Devices-FS.pdf
 Perkins School for the Blind (2015). Perkins smart brailler: hear
the words, see the letters, connect the dots. Perkins
School for the Blind. Retrieved from
http://www.perkinsproducts.org/smartbrailler
 Stanberry, K., Raskind, M. (n.d.) Audio books &
publications: learn about assistive technology tools
called audio books and publications. Retrieved from
http://www.greatschools.org/special-
education/assistive-technology/954-audiobooks-
publications.gs?content=954
 The IRIS Center for Training Enhancements. (2010). Assistive
Technology: An Overview. Retrieved on [March 20, 2015].
from http://iris.peabody.vanderbilt.edu/module/at/