Teachers’ Desk Reference: Practical Information for Pennsylvania’s Teachers

Assistive Technology Assistive technology, as defined any service by the that federal law, may also be a service - As a teacher, you have the responsibility to directly assists a child with a disability in the design learning environments that are respon- selection, acquisition,. AT or services use of anmay assistive include sive to diverse student needs and to foster technology device participation and achievement. You may have evaluating a student’s need for assistive tech- students in your class or school who need nology; selecting or adapting AT devices; or assistive technology (AT) to communicate or to coordinating AT services such as training for the help them access, participate, and/or respond student, the student’s family, and educational to instruction within the general education - Teachers’ Desk Reference pro team members. classroom. This vides an overview of what assistive technology Who uses assistive technology? is and how it can benefit students both in school and in their everyday lives. Assistive technology devices IDEA – and Pennsylvania and services may be used by stu- dents with disabilities to increase What is assistive technology? Chapters 14 and 711 – require to the general curriculum access and help these students make An assistive technology deviceany item,, as that teams consider assistive attaining their defined by IDEA 2004, is progress toward piece of equipment, or product technology needs (also referred Individualized Education Program system, whether acquired com- (IEP) goals. Without the use of AT, mercially off the shelf, modified, to as assistive devices) for every some students would not be able to or customized, that is used to student with an Individualized access the classroom or instruction increase, maintain, or improve the due to physical, cognitive, sensory, functional capabilities of a child with Education Program (IEP). or learning disabilities. a disability. Assistive technology devices range in complexity from A broad range of students may require AT in no- or low-tech tools such as a school to remove barriers in various settings. pencil grip or a customized mouse such as specialized software An individual student may need a range of AT to high-tech tools, options/tools dependent upon the tasks to access or electronic voice-output communication nition does not include medical the curriculum. devices. This defi devices that are surgically implanted (such as a or the replacement of any such Decisions about which students should use cochlear implant) assistive technology are not made based on the device. nature or severity of a student’s disability. Assistive • For augmentative/alternative communication technology is not just for certain types of learners. (AAC)? Students may require AT devices and services to communicate, to see or hear, to read, to write or to • To participate in state and local assessments? spell, to use a computer, to turn a page, or to travel Does the student require AT services for: down the hall to the lunch room. • Evaluating AT needs? How is the need for assistive technology • Purchasing, leasing, or acquiring AT devices? determined? • Selecting, designing, fitting, customizing, Determining Use of AT and/or adapting AT devices? IDEA – and Pennsylvania Chapters 14 and 711 – • Coordinating and using other therapies, require that teams consider assistive technology interventions, or services with AT devices needs (also referred to as assistive devices) for every (i.e., who will charge/maintain device and student with an IEP. Not all students with disabilities provide updates)? will need AT to access the curriculum or work toward their IEP goals, but the team must consider • Training or technical assistance for student, AT needs as part of the IEP process. family, professional? Once it is determined that a student may need AT, a multidisciplinary team should take a systematic What types of assistive technology are approach to exploring AT options for that student. available? The team should consider the following when Students may require a variety of tools ranging from exploring options for a student: no- to low- to high-tech options: • Activities and routines of the student’s day • No-tech AT usually refers to simple, nonelec- (participation demands and opportunities, tronic solutions that provide access and including expressive communication, read- improve function for the students. These ing, writing, and activities of daily living). AT solutions may be created or purchased • Academic tasks (curricular demands and commercially at relatively low cost, and local and state assessments). may include devices such as adapted spoon handles, customized pencil grips, or picture • AT options that may help the student to meet communication displays. the above demands. • Low-tech AT may be relatively simple or • Data available on AT devices and services that commercially available electronic devices have been tried already. such as single message communicators, Questions for the IEP Team to Consider portable word processors, and talking calculators. Does the student need AT: • High-tech AT devices are more complex • To meaningfully participate in the general electronic devices, such as computers and curriculum? specialized software. High-tech devices often • To participate in academic or functional incorporate multiple features and may be activities? used to meet a variety of needs. The use of high-tech AT is usually combined with • To access print materials? low-tech systems that can be used in particular situations or to provide back-up • To access auditory information? in the event of breakdown. • For written communication and/or computer access?

2 Any low- or high-tech items may be considered AT and academically, in the school environment. when their use increases or maintains the student’s See Figure 1 for examples. ability to function and participate, both socially

Figure 1. Examples: Low-Tech and High-Tech Assistive Technology

Low-Tech AT High-Tech AT

• Pencil grips or adapted pens, pencils, and • Dynamic display voice-output communi- markers cation devices • Raised-line paper , magnifiers, or slant • Integrated computer software systems boards with text-to-speech reading features, and supports for writing and studying • Name stamps (such as those used for signatures) • Voice recognition computer software • Book holders or page turners • Adapted or alternative keyboard, track- balls, and switches that allow a student • Large key or talking calculators to access computer software programs • Communication pictures, displays, or books • Note-taking devices with speech and • Digital/tape recorders Braille features • Head stick or mouth stick • Portable word processors and electronic spell checkers and dictionaries

How can you find out more about assistive • Professional Development—Visit the PaTTAN technology and services in Pennsylvania? website at www.pattan.net to find out about AT professional development opportunities The Pennsylvania Training and Technical Assistance and resources. Under Educational Initiatives, Network (PaTTAN) offers numerous resources for click on Assistive Technology. educators and families. • Assistive Technology EXPO—The yearly event • AT Consultants are available to answer ques- is held in late fall at multiple locations across tions and direct school staff and families to the commonwealth. Staff and families can try appropriate AT resources. Each intermediate AT devices and ask questions of manufacturers unit (IU) also has a staff member specifically and vendors at the expo. trained in AT who can assist school teams. • Assistive Technology Purchasing Program PaTTAN East 800-441-3215 (ATPP Bid) is available to provide AT device bid PaTTAN Harrisburg 800-360-7282 prices to local educational agencies (LEAs). PaTTAN Pittsburgh 800-446-5607

3 Commonwealth of Pennsylvania Tom Wolf Governor

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Vol. 2 No. 2 rev. 10/16