Implementing Assistive Technology

The critical stages that set the foundation for good implementation happen during the planning discussions held in IEP and IFSP meetings and when teachers improve their own knowledge and understanding by learning about devices. To improve the chances of success, teachers, parents, and other professionals working with students must have a good grasp on how a device operates and how it should be applied in the classroom and at home. Those individuals with questions and concerns should look to available specialists and knowledgeable teachers within the school or school district. Students are going to look to these adults to provide guidance, support, and instruction.

Assistive technology devices were selected to meet specific student needs and to play to a student's strengths. The outcomes written during IEP and IFSP meetings continue to be the purposes for the device that must be kept in mind. In doing so, it is important to consider that "when integrated into well-designed and meaningful instructional activities, assistive and instructional technologies promote learning for students with and without disabilities” (King-Sears and Evmenova, 2007). 

What to remember when implementing an AT device in the classroom:

• AT devices are meant to support learning, not become the focus of the learning.
• Think about where activities are meant to take place. Can students access computers and/or power outlets if necessary?
• At the beginning, students will most likely require short-term assistance and monitoring to ensure that the device is being used correctly and appropriately (Johnston, 2007).
• Have a stock of new batteries and/or other power charging equipment if required by students' devices.
• The AT device should be assessed in conjunction with the assessment of the student’s learning.
• It is reasonable to expect the effectiveness of any AT device or service to change as the child grows, matures, and develops, and as strengths and needs change (Johnston, 2007).