Selecting Assistive Technology

Assistive technology devices have immense potential to help students with special needs participate fully in the classroom (Poel, 2007). Therefore, the consequences of the selection process can have huge ramifications for the student—both positive and negative.

Assistive technology devices do not have to complicated or expensive to be effective. It is extremely important for education and service professionals as well as parents to carefully consider if a device is necessary at all and, if so, to what extent it needs to aid the student. It is harmful to the student to select an inappropriate device, especially when one accounts for the time and expense associated with adopting and implementing a device.

Decisions about assistive technology are made during IEP and IFSP meetings (Parette and Stoner, 2008). In these meetings participants need to establish and discuss:

• how the device will be implemented
• how it will affect the student, parents, and teachers
• how its effectiveness will be assessed
  (Johnston, 2007)

It is important, whenever possible, to include the student in this discussion because his or her willingness to try a device is a critical core component to the success of assistive technology. When working with young children, the parents’ participation and commitment to the device is more critical. Even though a device might be specified in an IFSP, abandonment is a very real possibility if the family and other caregivers are not a part of the planning and training (Johnston, 2007).

Before IEP and IFSP meetings take place, team members need to gather the following information:

• student data or personal information
• medial data for vital concerns
• vision and hearing reports
• information about any technology or equipment currently in use
• background information about services previously provided to the student
  (Johnston, 2007)

It is also important to conduct an assistive technology assessment, which is “based on information gathered from a variety of sources, including the student's records, additional informal observations and information gathering, and formal assessment of the student's existing skills” (Johnston, 2007). Since time and environment can be influencing factors, it better for observation to occur in multiple locations over a period of time.

Student outcomes should be written first before assistive technology devices are discussed. The purpose of this timeline is to ensure that the focus is on what the student's learning goals are instead of the technology. It may be possible for one device to meet needs in multiple outcomes; it may not. Either way, the intent is to provide a solution for the student that takes advantage of his or her strengths to enable the student to have access to learning. Technology should be chosen because is aligns with the curriculum and the student's instructional needs and level of learning (King-Sears and Evmenova, 2007).

It may be in the best interest of the student, parents, teachers, and professionals if the device is tested during a trial period before a more permanent commitment is made. This option needs to be explored with the vendor of the device in question. In addition, it may also be possible to consider loaner programs or leasing (Johnston, 2007).