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Ideally, it shouldn’t take sophisticated knowledge and extensive training to use assistive technology. The usability of the device is inherently linked to its ease of use, not just in its features and potential use. The goal should be to identify the technology that affords the student the greatest reward for the least input.
Assistive technology can be categorized in various ways. Presented on this page are two methods of examining AT devices. Since there are so many devices on the market, this general overview is meant to offer a broad perspective rather than a description of individual products.
Assistive Technology Continuum
No Tech
- Not using a device is an option.
- “If a student is not ready to utilize a device, or at the present time cannot use a device” then there is due course not to implement it as the student’s frustration in trying to do so could lead to abandonment (Johnston, 2007).
Light Tech
- “Simple tools that make life’s daily activities easier or, in some cases, possible” (Johnston, 2007).
- Generally non-electronic and relatively inexpensive
- Examples: pencil grips, paper with raised lines, eating utensils adapted to help students self-feed, magnifying glasses
High Tech
- Usually electronic and tied to a power supply
- Use of these devices often requires training and extra planning for teachers and parents
- Can be expensive
- Examples: computers, wheelchairs that can climb stairs, talking scales, color identifiers, laser cane, other speech output devices
(Johnston, 2007)
Seven Categories Designated by The National Assistive Technology Research Institute at the University of Kentucky
Existence
- Functions that sustain life, such as feeding, eliminating, bathing, dressing, grooming, and sleeping
- Educators and other professionals who work with preschoolers and children with severe disabilities may focus on using these devices as they are in regard to the very basic human needs.
Communication
- Functions “of oral and written expression, visual and auditory reception, internal processing of information, and social interaction” (Poel, 2007)
- Educators can turn to speech and language pathologists for assistance with these devices as they are often involved with diagnosis and treatment decisions.
- Examples: single-message switches, speech synthesizers, telephone amplifiers, hearing aids, tape recorders, picture systems, and sophisticated augmentative devices, such as the Chat PC, Tech/Speak, or Go Talk
Body Support, Protection, and Positioning
- Relates to maintaining a stable position and keeping the body properly aligned
- To help with this in classrooms, students can use adjustable height and tilt tables, as well as book supports that can attach directly to wheelchairs.
Travel and Mobility
- In association with the student’s ability to navigate the environment
- Physical therapists and mobility specialists can be good resources for teachers who have students with devices in this category.
- Example: a wheelchair that can climb, lift, and transfer
Environmental Interaction
- In regards to activities of daily living
- Devices can change the environment so that it is more responsive to students’ needs.
- Examples: switches for controlling computers, adjustable chalkboards and desks, touch screens, a foot mouse (computer), color identifier, barcode scanner, and Braille labelers
Education and Transition
- Associated with school events, therapies, and rehabilitation services
- Examples: pencil grips, slant boards, reading pens, tests on tape, audio books, talking calculators, or typoscopes, which help direct and control book reading by highlighting selected words on the page
- Computer software programs can enlarge, record, read, and organize text.
Sports, Fitness, and Recreation
- Associated with group and individual play, sports, games, hobbies, and other productive uses of leisure time
- Examples: balls with bells, Braille playing cards, switch-activated spinners, and adapted wheelchairs
(Poel, 2007)
JOTT Demonstration
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