Assistive technology devices are identified in the IDEA 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 children with disabilities.
The definition of an assistive technology device is very general and provides IEP teams with the flexibility to provide a range of technology solutions to assist students in completing tasks within relevant instructional or access areas. Technology is available to support student performance in academic areas such as writing, spelling, reading, and math. Moreover, assistive technology is available to support student performance and independence in communication, listening, mobility, recreation and leisure, vocational training, and daily living activities.
Examples of Assistive Technology:
Computer software and hardware, such as voice recognition programs, screen readers, and screen enlargement applications, help people with mobility and sensory impairments use computer technology.
In the classroom and elsewhere, assistive devices, such as automatic page-turners, book holders, and adapted pencil grips, allow learners with disabilities to participate in educational activities. With all technology issues with it can always arise. Software might have glitches, lock up, or lack power at times, inhibiting usage for the student.
First and foremost, assistive technology must be considered for all students based on the unique needs of the student. In order to effectively consider assistive technology, IEP teams must be knowledgeable about the student’s needs, abilities, and curriculum. Decisions regarding the consideration of assistive technology should be based on the student’s access to the general education curriculum as well as the individually defined special education program.
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