Assistive Technology in the General Education Classroom

Victoria Groves Scott

Southern Illinois University Edwardsville, United States
viscott@siue.edu


Abstract: This paper will discuss the importance of assistive technology used with persons with
disabilities. Critical to the success of students with mild to moderate disabilities, who are included
in general education, is the use of assistive technology . Often no and low tech devices can have a
profound effect on the students performance. Information on easy-to-use no/low tech solutions, as
well as guidelines for selecting devices, will be presented.


Assistive Technology Overview
Assistive technology is a subset of tools used by human beings to make the learning environment more accessible
and enhance individual productivity (Day & Edwards, 1996). In the field of special education, these tools are
defined as any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified,
or customized, that is used to increase, maintain, or improve functional capabilities of persons with disabilities.
These items often include devices that improve functioning in the areas of social interactions, physical and motor
development, self-care, communication, job skills, recreation, and academics. There is a clear research base
established that provides evidence that assistive technology can provide enhanced opportunities for learning for all
children, including those with disabilities (Weikle & Hadadian, 2003).

Devices fall into a continuum that ranges from no technology to high technology. The no technology category is
very confusing. It consists of common or ordinary objects that were designed for another purpose but are being used
as a type of assistive technology. For example, if you use a pencil to hold open a door, this could be considered a
type of no tech assistive technology. The pencil wasnt designed to hold the door open, but it can allow someone
with a physical disability, who cannot turn a doorknob, access to a room. Likewise, using a ruler to help a student
keep his/her place when reading is considered a form of no tech assistive technology.

In the category of low technology are the items that are not electronic but have been designed to assist students.
Therefore, a rubber pencil grip would fit into this category. A cane designed to help a student with visual
impairments would be another example.

Medium tech devices are those electronic devices that are not highly sophisticated. Common medium tech devices
seen within classrooms include tape recorders, books on tape for students with reading disabilities, and a talking
watch for a student unable to see well.

Devices utilizing complex multifunctional technology are considered high tech devices. These devices typically
include computer and associated software. It is interesting to note that many devices once believed to be high tech
are now being considered medium tech as we make more and more advances in the sophistication of computers and
programs.

The availability of these technological devices, that enable people with disabilities to have more control over their
daily lives, has dramatically increased in recent years. In fact, it is estimated that more than 25,000 assistive
technology products are commercially available today (Edyburn, 2003). There has been an unprecedented growth in
high technology devices and a renewed appreciation for no and low technology aids. Adding to the rise in types of
assistive technology is legislation. The Individuals with Disabilities Education Act (IDEA, 1997) now requires the
consideration of assistive technology for every child who is eligible for special education yearly on the
Individualized Education Program (IEP). Additionally, President Bush signed the Assistive Technology Act of
2004 providing means to increases access to assistive technology for people with disabilities. However, the
profession has been slow to recognize and incorporate assistive technology into programs for students with mild
disabilities within the general education classroom (Edyburn, 2000).


Assistive Technology within the General Education Classroom
Within the category of assistive technology used in academics, there are devices to aid in reading, written language,
math, and learning or studying. Many of these devices fit within the no and low tech categories and are inexpensive
to acquire. The students they would typically be used for include those students with high incidence disabilities
such as learning disabilities, mild cognitive disabilities, Attention Deficit Disorders, or mild emotional disturbances.
The use of assistive technology, with these students, is often overlooked but can have a profound effect on the
students performance within the general education classroom.

There are many no and low tech tools that can be utilized with the general education classroom to assist students
with and without disabilities in academic areas. These devices include no and low tech tools such as: specialized
pencils, pencil grips, correction tape, raised line paper, highlighters, colored notebooks, color overlays, white
boards, magnetic letters, magnifiers, picture symbols, graph paper, number lines, multiplication charts, graphic
organizers, and word walls . Medium tech options include: tape recorders, book on tape or CD, calculators,
coinculators, spell checkers, electronic organizers, mu sic tapes, and mini book lights.

When to Use Assistive Technology
No matter the type of assistive technology you choose to use within your classroom, you should use the following
guidelines when determining if a student requires assistive technology. The student must have exhibited repeated
difficulties or failure with a task. In addition, remediation in that specific area is not improving that students
inadequate performance. Finally, compensation is the only viable option to ensure the students success.

The SETT Framework

When it has been determined that a student requires the use of assistive technology, it is important to make effective
technology decisions that will benefit the student and the family. The SETT Framework developed by Joy Zabala
(2005) is a widely used set of guidelines that helps teams gather information and determine what kinds of assistive
technology would benefit the student. This framework is often successful because it brings a team together to
collaboratively gather and organize data to enhance assistive technology decision-making. It is probably successful
because, most effective assistive technology programs are developed by teams of people who decide together what
assistive technology solutions are needed (Goddard, 2004). The SETT framework poses a set of questions regarding
the Student, the Environment, the Tasks, and the Tools.

Conclusion

The appropriate use of assis tive technology within the general education classroom can be used to support
meaningful inclusion. The use of simple no and low tech devices can significantly increase a students involvement
and chance for success. These devices are typically inexpensive and often handmade. To determine what types of
assistive technology would be appropriate, it is important to consider the characteristics of the student, the
environment, the task to be preformed, and the possible tools that can assist the student. Finally, the assistive
technology devices chosen must be continually evaluated to determine their effectiveness, compatibility, and
performance.

References

Day, S.L., & Edwards, B.J. (1996). Assistive technology for postsecondary students with learning disabilities.
Journal of Learning Disabilities, 31, 486-992.

Edyburn, D. L. (2003). What every teacher should know about assistive technology. Boston: Alyn and Bacon.

Edyburn, D. L. (2000). Assistive technology and students with mild disabilities. Focus on Exceptional Children,
32(9), 1-24.

Goddard, M. (2004) Create your AT program. Library Journal, 129,4-6.

IDEA Amendments of 1997, P.L. 105-17, 20 U.S.C. SS1400 et seq.

Weikle, B., & Hadadian, A. (2003). Can assistive technology help us to not leave any child behind? Preventing
School Failure. 47(4), 181-187.
Zabala, J. S. (2005). Joy Zabala's resources for assistive technology in education. Available from: JoyZabala.html