Today's assistive technology (AT) can meet a broad range of needs for students with many types of disabilities. AT can help students with physical and sensory impairments and all types of learning disabilities participate more fully in classroom instruction, read better, write more independently, and learn more efficiently.
1. Choose the Right Assistive Technology (AT) for Special Education Students
Low-tech devices are non-electronic and have no complex parts. Some examples include pencil grippers and picture communication systems.
Medium-tech devices include mechanical and electronic devices with moving parts that usually perform one function. This includes items such as switch toys and calculators.
High-tech devices have complex electronics and computer components and have multiple uses and applications.
2. Assess Student Needs - Determine the Simplest Way to Address the Problem
It is often best to choose the least complex technology necessary to meet the student's needs. The more complex and time-consuming AT is, the more difficulty a student is likely to have with it. If technology is not portable for use in multiple classroom settings, it may affect the student's ability to participate in general education. If the technology requires close adult assistance, students may flounder in classes. If the AT makes a student self-consious, he may avoid using it.
3. Consult an Assistive Technology Specialist for a Reliable, Valid Assessment
Your school district's special education administrator, family physician, or other professionals working with the student can assist with evaluating for appropriate technology. They can also refer you to area independent evaluators who can assist you with identifying appropriate AT for your child.
4. Try it Before You Buy
Many independent AT evaluators have devices available for short-term loan or long-term rental. Some evaluators also sell devices. As with any major purchase, get a second opinion if possible. Ask the vendor to provide references to speak with others who have used the device.
When possible, use the loaner devices in the environment the student will be working. Ask the teacher for realistic feedback on how the device worked.
