Assistive Technology in Special Education

Assistive Technology in Special Education Settings

Assistive technology increases the possibilities for individuals who have a wide range of intellectual and physical disabilities to be more independent and to interact in their social or educational environments. Assistive technology can be defined as either a device or a service. An assistive technology device is any mechanical item that can substitute for or enhance the function of a person with a physical or mental disability. Assistive technology devices can range from low-tech (e.g., pencil grips, highlighters, and color overlays) to high-tech (e.g., text-to-speech software, computers, and Braille readers). Also included are environmental controls such as pointer sticks and mobility devices such as wheelchairs. Assistive technology also can be defined as a service, which includes support that directly assists an individual with a disability in the evaluation, selection, purchase, or use of an assistive technology device.

Including assistive technology in educational environments can be integral in the development or attainment of learning for students with disabilities. Assistive technology (AT) is considered to be compensatory because the devices can be used to enhance the ability of a person who has an intellectual or a physical disability to independently do or perform a task at the expected level. Therefore, incorporating appropriate AT in general education [Page 176]classrooms can help keep students with disabilities involved in learning. Moreover, assistive technology can be considered a related service comparable to audiology or occupational, physical, or speech therapy, if the device is necessary in helping the student to achieve her or his educational goals. Assistive technology also can provide access to the educational setting. For example, it may include transportation to and from school as well as access to facilities in the school building.

Technology, Legislation, and Special Education

Over the past 3 decades, special education services in the United States have increasingly addressed assistive technology resources and services. At the forefront of this advancement are several federal laws that promote technology accessibility for individual with disabilities.

In 1973, federal legislation ensured that students with disabilities received basic civil rights by mandating access to buildings, services, and instruction through Section 504 of the Rehabilitation Act. These rights were expanded with the Education for All Handicapped Children Act of 1975, today reauthorized as the Individuals with Disabilities Education Act (IDEA) of 2004. Within the 2004 revision of IDEA guidelines, the responsibility to provide assistive technology services and devices for students who are eligible for special education services are outlined for school districts. In addition, the Technology-Related Assistance for Individuals with Disabilities Act of 1988 had an impact on providing necessary assistive technology to individuals with disabilities by defining assistive technology as both a device and a service. This law was passed to provide funding to support assistive technology development, dissemination of information about assistive technology, and training programs on assistive technology for individuals with disabilities. In 1998, the Assistive Technology Act replaced the original Technology-Related Assistance for Individuals with Disabilities Act of 1988. This reauthorization shifted from defining and acquisition of AT devices and services, to providing access to the general education curriculum for students with disabilities.

...