Define: Assistive Technology

As you watch this video, don't focus on the Apple products because that's NOT our point.  Instead, focus on the the power of Assistive Technology, and how it can transform peoples' lives.  Select the image below to view/listen.

As this video highlights, most accessibility features fall into four domains.

1. Hearing
2. Learning 
3. Physical/Motor
4. Vision 

As an introduction to using these AT tools please watch this video from The Center on Technology and Disability.  Select the image below to view/listen.

IDEA defines an AT device 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 the functional capabilities of a child with a disability.  Furthermore, the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Americans with Disabilities Act (ADA) mandate schools to consider the assistive technology needs of students with disabilities.

AT devices are classified into three categories:

1. low-tech - simple, unpowered supports (e.g., pencil grip, graphic organizer)

2. mid-tech - somewhat simple electronic supports (e.g., adapted keyboard, calculator)

3. high-tech - complex electronic devices (e.g., computers, tablets, software)

Before you begin an in-depth look at the four AT domains, familiarize yourself with these terms.

• Accessibility- specialized hardware or software, or a combination of both, designed to enable use of a computer by a person with a disability or impairment.

• Zoom- provides a closer view of something or vice versa

• Magnifier- to make something appear larger

• Text to Speech -abbreviated as TTS, is a form of speech synthesis that converts text into spoken voice output

• Speech to Text -abbreviated as STT, The process of converting speech input into digital text, sometimes based on speech recognition

• Optical Character Recognition (OCR) - the recognition of characters by a computer by analyzing an image. This is often done by taking an image of the document first by scanning it or taking a digital picture.

• VoiceOver - VoiceOver gives you auditory descriptions of each onscreen element and provides helpful hints along the way — whether you prefer using gestures, a keyboard, or a braille display. And it supports more than 35 languages, including multiple voice options.

For additional definitions of AT terms, please see Reading Rocket's Glossary of Assistive Technology Terms.

Now that you have a general understanding of assistive tech, move on to the next section - Assistive Technology for the Four Domains.

The SETT Framework, developed by Dr. Joy Zabala, provides a structure to assist teams with gathering and organizing information necessary for meaningful AT consideration. SETT is an acronym for Student, Environments, Tasks and Tools. The SETT Framework is built on the premise that in order to develop an appropriate system of assistive technology devices and services, teams must first gather information about the student, the customary environments in which the students spend their time, and the tasks that are required for the students to be active participants in the teaching/learning processes that lead to educational success. (Dr. Joy Zabala)

Click the link below to complete the IRIS Center’s Module on Assistive Technology. This module will take an estimated 2.5 hours to complete. Once you have finished, please move on to the Quality Indicators for Assistive Technology Section Quality Indicators for Assistive Technology (QIAT). 

Iris Center: Assistive Technology

Quality Indicators for Assistive Technology (QIAT) 

The Quality Indicators for Assistive Technology and accompanying self-assessment matrices serve as overarching guidelines for quality AT services across the nation’s schools The QIAT has been validated through practice and research. 

The Quality Indicators for Assistive Technology (QIAT) maintains that effective AT consideration include the following standards:

1. Assistive technology devices and services are considered for all students with disabilities regardless of type or severity of disability.
2. During the development of an individualized educational program, every IEP team consistently uses a collaborative decision-making process that supports systematic consideration of each student’s possible need for assistive technology devices and services.
3. IEP team members have the collective knowledge and skills needed to make informed assistive technology decisions and seek assistance when needed.
4. Decisions regarding the need for assistive technology devices and services are based on the student’s IEP goals and objectives, access to curricular and extracurricular activities, and progress in the general education curriculum.
5. The IEP team gathers and analyzes data about the student, customary environments, educational goals, and tasks when considering a student’s need for assistive technology devices and services.
6. When assistive technology is needed, the IEP team explores a range of assistive technology devices, services, and other supports that address identified needs.
7. The assistive technology consideration process and results are documented in the IEP and include a rationale for the decision and supporting evidence.Qiat Indicators and Matrices

SETT Framework Information: 
Using the SETT Framework to Level the Learning Field for Students with Disabilities

We encourage you to pick a student of yours or someone you know and work through this SETT Framework.

Region IV Blank SETT Framework

Alternate access provides further options that make it easier for people with physical disabilities to use technology. These devices include software adaptations, mouse or keyboard alternatives, positioning devices, and switches to name a few.

• Switch Control - Switches offer an alternative method of providing input to a device or computer when it is not possible to use a standard button, keyboard or mouse. Switches come in various sizes, shapes, and methods of activation. Examples of switches include a large button pressure switch, a lever switch, a squeeze switch, and a proximity switch. Switches can be used to control many devices including adapted toys, communication devices, and computers

• Eye Gaze - Eye gaze or eye tracking technology is a way of accessing a computer or communication device by focusing the eyes on a picture or area of the screen. The technology is able to determine exactly where a user is looking and operates as an input alternative to a mouse and keyboard.

• Head Control/Facial Recognition - Head Control is similar to eye gaze/tracking, except for the device tracks head movement and facial features such as smiling, or sticking out the tongue to perform certain functions.

• Keyboard Shortcuts - a combination of keys that, when pressed simultaneously, perform some task that ordinarily requires use of a mouse or other input device and may take longer to do.

• Voice Control - the ability of a device to be navigated by voice. Specific commands are given such as “open,” “swipe right,” “tap on,” etc.

Access Method Accessibility Features

Students with physical impairments may need alternative access methods to use their device. These access methods typically require specialized equipment and interfaces to work with a device. An assistive technology specialist can help with setting up this equipment in alignment with the student’s specific needs.   Here are some examples:

• Switch Control - allows a student to control a device with only one or two buttons.  

• Eye Control - allows a student to control a device with their eye movements. 

• Head Control/Facial Recognition - allows a student to control a device with movement of their head or face.

• Joystick Mouse - allows a student to control their device with a joystick controlled by their mouth, arm, foot or any reliable body movement.  This joystick could be the same joystick used to drive their wheelchair.

This is the last section of this "Thing's" Define playlist. Now would be a great time to revisit your Reflection Document and think about what you learned in this "Thing." In addition, complete the Knowledge Check and capture a screenshot of your results to post in your Reflection Document. 

As you move forward, consider the following: How might you use this in your own professional practice? What goals might you set for yourself, including activities, timelines, and evaluation? What connections did you make to the ISTE Standards or your own content area standards? How will you monitor your own progress towards these goals? Then proceed to the next section.