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Communication Board

(examples below)

Graphic Organizers

Visual aids/ Anchor Chart

(examples below)

Handheld Magnifiers

Large Print-text

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Communication Board Example 3

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Communication Board Example 1

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Communication Board Example 2

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What are assistive devices?

The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate. These terms often refer to devices that help a person to hear and understand what is being said more clearly or to express thoughts more easily. With the development of digital and wireless technologies, more and more devices are becoming available to help people with hearing, voice, speech, and language disorders communicate more meaningfully and participate more fully in their daily lives.

What types of assistive devices are available?

Health professionals use a variety of names to describe assistive devices:

Assistive listening devices (ALDs) help amplify the sounds you want to hear, especially where there's a lot of background noise. ALDs can be used with a hearing aid or cochlear implant to help a wearer hear certain sounds better.

Augmentative and alternative communication (AAC) devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.

Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.

What types of assistive listening devices are available?

Several types of ALDs are available to improve sound transmission for people with hearing loss. Some are designed for large facilities such as classrooms, theaters, places of worship, and airports. Other types are intended for personal use in small settings and for one-on-one conversations. All can be used with or without hearing aids or a cochlear implant. ALD systems for large facilities include hearing loop systems, frequency-modulated (FM) systems, and infrared systems.

Hearing loop (or induction loop) systems use electromagnetic energy to transmit sound. A hearing loop system involves four parts:

A sound source, such as a public address system, microphone, or home TV or telephone

An amplifier

A thin loop of wire that encircles a room or branches out beneath carpeting

A receiver worn in the ears or as a headset

Amplified sound travels through the loop and creates an electromagnetic field that is picked up directly by a hearing loop receiver or a telecoil (see sidebar), a miniature wireless receiver that is built into many hearing aids and cochlear implants. To pick up the signal, a listener must be wearing the receiver and be within or near the loop. Because the sound is picked up directly by the receiver, the sound is much clearer, without as much of the competing background noise associated with many listening environments. Some loop systems are portable, making it possible for people with hearing loss to improve their listening environments, as needed, as they proceed with their daily activities. A hearing loop can be connected to a public address system, a television, or any other audio source. For those who don't have hearing aids with embedded telecoils, portable loop receivers are also available.

What's a telecoil?

A telecoil, also called a t-coil, is a coil of wire that is installed inside many hearing aids and cochlear implants to act as a miniature wireless receiver. It was originally designed to make sounds clearer to a listener over the telephone. It also is used with a variety of other assistive listening devices, such as hearing loop (or induction loop) systems, FM systems, infrared systems, and personal amplifiers.

The telecoil works by receiving an electromagnetic signal from the hearing loop and then turning it back into sound within the hearing aid or cochlear implant. This process eliminates much of the distracting background noise and delivers sound customized for one's own need. For people who are hard-of-hearing who do not have a telecoil-equipped hearing aid or cochlear implant, loop receivers with headsets can provide similar benefits but without the customized or "corrected sound" feature that matches one's hearing loss pattern.

Many cochlear implants have a telecoil built into the sound processor, or can use an external telecoil accessory with both hearing aid compatible telephones and public loop systems. A simple switch or programming maneuver performed by the user activates this function.

See the NIDCD fact sheet Hearing Aids for more information.

FM systems use radio signals to transmit amplified sounds. They are often used in classrooms, where the instructor wears a small microphone connected to a transmitter and the student wears the receiver, which is tuned to a specific frequency, or channel. People who have a telecoil inside their hearing aid or cochlear implant may also wear a wire around the neck (called a neckloop) or behind their aid or implant (called a silhouette inductor) to convert the signal into magnetic signals that can be picked up directly by the telecoil. FM systems can transmit signals up to 300 feet and are able to be used in many public places. However, because radio signals are able to penetrate walls, listeners in one room may need to listen to a different channel than those in another room to avoid receiving mixed signals. Personal FM systems operate in the same way as larger scale systems and can be used to help people with hearing loss to follow one-on-one conversations.

Infrared systems use infrared light to transmit sound. A transmitter converts sound into a light signal and beams it to a receiver that is worn by a listener. The receiver decodes the infrared signal back to sound. As with FM systems, people whose hearing aids or cochlear implants have a telecoil may also wear a neckloop or silhouette inductor to convert the infrared signal into a magnetic signal, which can be picked up through their telecoil. Unlike induction loop or FM systems, the infrared signal cannot pass through walls, making it particularly useful in courtrooms, where confidential information is often discussed, and in buildings where competing signals can be a problem, such as classrooms or movie theaters. However, infrared systems cannot be used in environments with too many competing light sources, such as outdoors or in strongly lit rooms.

Personal amplifiers are useful in places in which the above systems are unavailable or when watching TV, being outdoors, or traveling in a car. About the size of a cell phone, these devices increase sound levels and reduce background noise for a listener. Some have directional microphones that can be angled toward a speaker or other source of sound. As with other ALDs, the amplified sound can be picked up by a receiver that the listener is wearing, either as a headset or as earbuds.

What types of augmentative and alternative communication devices are available for communicating face-to-face?

The simplest AAC device is a picture board or touch screen that uses pictures or symbols of typical items and activities that make up a person's daily life. For example, a person might touch the image of a glass to ask for a drink. Many picture boards can be customized and expanded based on a person's age, education, occupation, and interests.

Keyboards, touch screens, and sometimes a person's limited speech may be used to communicate desired words. Some devices employ a text display. The display panel typically faces outward so that two people can exchange information while facing each other. Spelling and word prediction software can make it faster and easier to enter information.

Speech-generating devices go one step further by translating words or pictures into speech. Some models allow users to choose from several different voices, such as male or female, child or adult, and even some regional accents. Some devices employ a vocabulary of prerecorded words while others have an unlimited vocabulary, synthesizing speech as words are typed in. Software programs that convert personal computers into speaking devices are also available.

What augmentative and alternative communication devices are available for communicating by telephone?

For many years, people with hearing loss have used text telephone or telecommunications devices, called TTY or TDD machines, to communicate by phone. This same technology also benefits people with speech difficulties. A TTY machine consists of a typewriter keyboard that displays typed conversations onto a readout panel or printed on paper. Callers will either type messages to each other over the system or, if a call recipient does not have a TTY machine, use the national toll-free telecommunications relay service at 711 to communicate. (See Telecommunications Relay Services for more information.) Through the relay service, a communications assistant serves as a bridge between two callers, reading typed messages aloud to the person with hearing while transcribing what's spoken into type for the person with hearing loss.

With today's new electronic communication devices, however, TTY machines have almost become a thing of the past. People can place phone calls through the telecommunications relay service using almost any device with a keypad, including a laptop, personal digital assistant, and cell phone. Text messaging has also become a popular method of communication, skipping the relay service altogether.

Another system uses voice recognition software and an extensive library of video clips depicting American Sign Language to translate a signer's words into text or computer-generated speech in real time. It is also able to translate spoken words back into sign language or text.

Finally, for people with mild to moderate hearing loss, captioned telephones allow you to carry on a spoken conversation, while providing a transcript of the other person's words on a readout panel or computer screen as back-up.

What types of alerting devices are available?

Alerting or alarm devices use sound, light, vibrations, or a combination of these techniques to let someone know when a particular event is occurring. Clocks and wake-up alarm systems allow a person to choose to wake up to flashing lights, horns, or a gentle shaking.

Visual alert signalers monitor a variety of household devices and other sounds, such as doorbells and telephones. When the phone rings, the visual alert signaler will be activated and will vibrate or flash a light to let people know. In addition, remote receivers placed around the house can alert a person from any room. Portable vibrating pagers can let parents and caretakers know when a baby is crying. Some baby monitoring devices analyze a baby's cry and light up a picture to indicate if the baby sounds hungry, bored, or sleepy.

What research is being conducted on assistive technology?

The National Institute on Deafness and Other Communication Disorders (NIDCD) funds research into several areas of assistive technology, such as those described below.

Improved devices for people with hearing loss
NIDCD-funded researchers are developing devices that help people with varying degrees of hearing loss communicate with others. One team has developed a portable device in which two or more users type messages to each other that can be displayed simultaneously in real time. Another team is designing an ALD that amplifies and enhances speech for a group of individuals who are conversing in a noisy environment.

Improved devices for nonspeaking people

More natural synthesized speech
NIDCD-sponsored scientists are also developing a personalized text-to-speech synthesis system that synthesizes speech that is more intelligible and natural sounding to be incorporated in speech-generating devices. Individuals who are at risk of losing their speaking ability can prerecord their own speech, which is then converted into their personal synthetic voice.

Brain-computer interface research
A relatively new and exciting area of study is called brain-computer interface research. NIDCD-funded scientists are studying how neural signals in a person's brain can be translated by a computer to help someone communicate. For example, people with amyotrophic lateral sclerosis (ALS, or Lou Gehrig's disease) or brainstem stroke lose their ability to move their arms, legs, or body. They can also become locked-in, where they are not able to express words, even though they are able to think and reason normally. By implanting electrodes on the brain's motor cortex, some researchers are studying how a person who is locked-in can control communication software and type out words simply by imagining the movement of his or her hand. Other researchers are attempting to develop a prosthetic device that will be able to translate a person's thoughts into synthesized words and sentences. Another group is developing a wireless device that monitors brain activity that is triggered by visual stimulation. In this way, people who are locked-in can call for help during an emergency by staring at a designated spot on the device

Where can I get more information?

The NIDCD maintains a directory of organizations that provide information on the normal and disordered processes of hearing, balance, taste, smell, voice, speech, and language.

Use the following keywords to help you search for organizations that can answer questions and provide printed or electronic information on assistive devices:

For more information, contact us at:

NIDCD Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
Toll-free voice: (800) 241-1044
Toll-free TTY: (800) 241-1055
Email: nidcdinfo@nidcd.nih.gov

NIH Publication No. 11-7672
December 2011

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Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders

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What are assistive devices? The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate.

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Assistive Technology (AT) comes in many forms and presents new opportunities and modes of access, particularly for students with learning, verbal, or social challenges. Recognizing that your child might benefit from AT at school could dramatically improve their ability to demonstrate their skills, to connect with teachers and peers, and keep specific learning disabilities from interfering with their strengths, skill-building, and confidence. Many parents feel uncertain about what options exist for their child, and how to include these in their teacher's lessons.

If you suspect that your child would benefit from using AT at school, it's very important to discuss your observations, suggestions, and questions with your child's teachers. Make time to speak in person. Here are some tips for opening the conversation with example conversation starters below:

Reflect on the skills and challenges you see at home. What activities is your child excited and motivated to do? What comes easily to them? What challenges do they take pride in overcoming? On the other hand, what does your child find frustrating or overwhelming? What activities do they try to avoid? AT works best when it takes advantage of a strong group of skills to isolate a struggle, so know what your child's strengths are.
"I've noticed that Padma loves math. She always does her math homework by herself and without too much prompting from me. On the other hand, she really struggles with writing. It is really frustrating for her and always ends up in a fight when she has to do it for homework. I'm wondering if there are any technology tools that can help her become more independent and less frustrated by these tasks."
Keep in mind that AT may be either remedial or compensatory. Remediation is when a student works at strengthening an academic skill that is weak. For example, learning phonics to help with their ability to decode and read individual words. In contrast, compensatory tools allow your child to work around an area of weakness by using their strengths and skills in a different way to complete a task. For example, a student who struggles with graphomotor skills may find it frustrating to write a book report. Providing voice recognition software would allow her to demonstrate her verbal skills, creativity, and comprehension, unimpeded by her writing. Working with an Occupational Therapist will target fine motor development is an example of remediation because the specific skill deficit is actually being targeted and overcome. In discussing options with your child, think about short-term and long-term goals. Providing AT in one area may be accompanied by targeted skill-building in another area.
"I think we should talk about what kinds of remediation programs Nadine is currently a part of and what accommodations she's getting for her weaker skills. I've noticed that she has really improved her ideas and organization in writing after resource room support, but that her spelling really isn't coming along and is very frustrating for her. Is there anything that we can give her that might help her with her spelling so that she can keep developing her writing skills?"
Keep in mind that school and home are different environments: each has its own behavioral expectations, social interactions, time management guidelines, and tasks to complete. Strategies that you and your child have adopted at home may need to be adapted to work in a whole-class setting, and strategies that your child uses at school may need to be adapted when they are at home. Considering both the similarities and differences of these contexts will help you decide where, when, and how AT will be most helpful.
"We've been using voice recognition on the computer at home to help Jeremy with his writing, but the other day he told me that the classroom isn't quite enough for the computer to hear him, and that he gets embarrassed about having to talk his ideas out loud. Can we work together to find a solution that might work in the classroom?"
Ask about funding. Your school board may have existing resources available. In many locations, some types of AT are made available through schools and school boards. In others, families provide these materials. You may wish to consider looking at low-tech or low cost alternatives. Many devices today have many of the popular AT built right into them. Most tablets and smartphones are able to read all text out loud on a screen, or have voice recognition and word prediction inputs, built in reminders, and many other features. Look at the accessibility features for your device or computer operation.
"I've read a lot about assistive technologies lately and I think they would really help Aryan. Do parents typically need to buy assistive technology for their children or does the school board have any resources already?"
Remember that your child's teacher has a body of knowledge about children's development and the skills that they expect your child to gain at this age, and an informed perspective on your child's learning goals, abilities, and behaviors. You may disagree with their suggestions, and that's okay. It is important that you and the teacher communicate about observations at home and at school. If you think that one type of intervention is a poor fit for your child, explain your concerns. If a teacher encourages a different method, listen to their reasoning. You are both important advocates with your child's best interests in mind.
"As you know, I don't think that the assistive technology tool that Valentina is currently using is really working for her. She seems to be confused by what she is being asked to do and how to use the program. I would like to hear what your observations are, however, so that we can work together to help her the best we can."

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Assistive Technology: Parent to Teacher Conversations

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If you suspect that your child would benefit from using AT at school, it's important to discuss your observations, suggestions, and questions with your child's teachers. Make time to speak in person. In this article, you'll find tips for opening the conversation with example conversation starters.

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Assistive technology (AT) can be a powerful way to help children with reading issues, including kids with dyslexia. This guide is an introduction to AT tools for reading and where to find them.

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Assistive Technology for Decoding, Vocabulary, and Comprehension

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Reading requires strong skills in decoding, vocabulary, and comprehension. Learn about some AT tools that can support students in these three key areas.

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Browse these Top Picks to discover the best in educational apps and websites that support core literacy skills - phonics, fluency, vocabulary, spelling, comprehension, and writing. You'll also find recommendations for quality assistive technology to support kids who are struggling with reading. All of the tools are expert-tested and teacher-approved, and regularly updated by the team at Common Sense Education.

Finding your next favorite edtech tool

By Danny Wagner, Common Sense Education

Are you overwhelmed by the number of edtech tools available? Are you unsure how to best use the tools you already love? Common Sense Education's free Ratings and Reviews platform makes it easy to find the latest and greatest apps, games, and websites for your classroom.

What's it all about?

Our unbiased editorial reviews are based on a research-backed rubric developed specifically to evaluate the learning potential of digital tools. The rubric evaluates three key qualities essential to great digital learning experiences -- engagement, pedagogy, and support. Our editors and reviewers are experts in edtech, scholars in child development, instructional designers, K-12 subject area experts, and school technology leaders.

The in-depth reviews focus on a number of factors that are important to teachers: price and platform, appropriate grade level, if the tools is good for learning, how teachers can use it in the classroom, and more. Along with our evaluation, we've welcomed teachers to submit their own star rating and a breakdown of how they use the tool in their classes.

How can I use it?

Search apps, games, and websites by grade, subject, price, and more.

Compare our expert review to reviews submitted by teachers.

Access a wealth of Tips and Resources to help you use tech in your classroom.

Find Lesson Plans that are built around technology.

Learn more about protecting students' privacy through our Privacy Evaluations.

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Apps and Websites to Build Literacy Skills: Top Picks from Common Sense Education

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Browse these Top Picks to discover the best in educational apps and websites that support core literacy skills - phonics, fluency, vocabulary, spelling, comprehension, and writing. You'll also find recommendations for quality assistive technology to support kids who are struggling with reading.

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References

Click the "References" link above to hide these references.

Assistive Technology Act of 1998, 29 U.S.C. 3002 Pub. L. No. 105-394 §§ 1-8 (2004)

Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178-192. doi:10.1016/j.compedu.2015.11.003

Brodersen, R. M., & Melluzzo, D. (2017). Summary of research on online and blended learning programs that offer differentiated learning options (REL 2017-228). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from http://ies.ed.gov/ncee/edlabs

Cuevas, J., Russell, R., & Irving, M. (2012). An examination of the effect of customized reading modules on diverse secondary students' reading comprehension and motivation. Educational Technology Research & Development, 60, 445-467. doi:10.1007/s11423-012-9244-7

Edyburn, D. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80, 7-24. doi:10.1177/001440291308000107

Gray, L., Thomas, N., and Lewis, L. (2010). Teachers' use of educational technology in U.S. public schools: 2009 (NCES 2010-040). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://nces.ed.gov/pubs2010/2010040.pdf.

Greer, D., Rowland, A., & Smith, S. (2014). Critical considerations for teaching students with disabilities in online environments. Teaching Exceptional Children, 46(5), 79-91. doi:10.1177/0040059914528105

Harman, L. (2014, January). SIIA estimates $7.9 billion US market for preK-12 educational software and digital content. The Software & Information Industry Association. Retrieved from http://www.siia.net/blog/index/tag/education-technology-market

Kennedy, M. J., & Deshler, D. D. (2010). Literacy instruction, technology, and students with learning disabilities: research we have, research we need. Learning Disability Quarterly, 33, 289-298. doi:10.1177/073194871003300406

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68. doi:10.1016/j.ijer.2012.12.002

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Retrieved from http://eric.ed.gov/?id=ED505824

Merga, M. K., & Mat Roni, S. (2017). The influence of access to eReaders, computers and mobile phones on children's book reading frequency. Computers & Education, 109, 187-196. doi:10.1016/j.compedu.2017.02.016

Reed, D. K., Schmitz, S., Aloe, A. M., & Folsom, J. S. (2016). Report of the 2016 intensive summer reading program (ISRP) study. Iowa City, IA: Iowa Reading Research Center. Retrieved from https://iowareadingresearch.org/sites/iowareadingresearch.org/files/wysiwyg_uploads/2016_isrp_study_report_final.pdf

Reed, D. K., & Wexler, J. (2014). "Our teachers...don't give us no help, no nothin'": Juvenile offenders' perceptions of academic support. Residential Treatment for Children and Youth, 31, 188-218. doi:10.1080/0886571X.2014.943568

Regan, K., Berkeley, S., Hughes, M., & Kirby, S. (2014). Effects of computer-assisted instruction for struggling elementary readers with disabilities. The Journal of Special Education, 48, 106-119. doi:10.1177/0022466913497261

Stetter, M. E., & Hughes, M. T. (2010). Computer-assisted instruction to enhance the reading comprehension of struggling readers: A review of the literature. Journal of Special Education Technology, 25(4), 1-16. doi:10.1177/016264341002500401

Vasquez, E., & Straub, C. (2012). Online instruction for K-12 special education: A review of the empirical literature. Journal of Special Education Technology, 27(3), 31-40. doi:10.1177/016264341202700303

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Click the "References" link above to hide these references. Assistive Technology Act of 1998, 29 U.S.C. 3002 Pub. L. No. 105-394 §§ 1-8 (2004) Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., & Pereira, J. (2016).

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How tech is improving lives in the deaf and hard of hearing community

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Working Together: People with Disabilities and Computer Technology

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Assistive Technology: Examples, Definition, and Evaluation

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Assistive Technology for Dyslexia: One Mother’s Story

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Power Wheelchairs

A power wheelchair also known as an electric wheelchair is a device that supports mobility for individuals who have a medical condition or struggle with walking.  Some individuals use power wheelchairs because they are unable to use a manual wheelchair or an electric scooter.

Many electric wheelchairs can be used both indoors and outdoors, yet power wheelchairs offer more maneuverability indoors. Numerous electric wheelchairs easily fit through halls and door frames of homes.

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Hearing Aids

An electronic device for amplifying sound that is usually worn in or behind the ear of a person with hearing loss. This device helps improve hearing and speech for individuals with sensorineural hearing loss, hearing loss in the inner ear due to damaged hair cells or a damaged hearing nerve.

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A ugmentative and Alternative Communication (AAC) device

This website provide several different devices that can assist in expressing want to say in several a variety of different ways. From practicing a speech and comprehension through a series of activities, videos, and quizzes to connecting with others and become more independent by bringing these communication devices wherever you go.

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Livescribe Smartpen

The Livescribe smartpen captures what is written and everything that is spoken. Inside the pen is a camera that takes a picture of notes. Also built into the pen is a microphone that lets you record what is being said. If you choose not to take notes, you can record audio and replay the session.

In addition to listening to the audio recording by recording what is being presented, you can also transfer notes to your computer through Livescribe Desktop software.

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Audible

Audible is the leading creator and provider of audio storytelling, offering all people the opportunity to enrich their desire to inspire and enhance their daily lives through reading. Audible provide readers with the opportunity for enjoy a book through listening. The audio storytelling allows people of all ages and reading abilities to enjoy a good book.

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Anchor Chart Examples 1

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Anchor Chart Examples 2

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Anchor Chart Examples 3

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Visual Aid Examples 1

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Visual Aid Example 2

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- download: https://www.geogebra.org

GeoGebra is a free interactive geometry, algebra, statistics and calculus application. It allows all students of all math ability to be successful in learning and enhancing their math skills. It provides help in learning and teaching mathematics and science for universal educational levels. GeoGebra is available on multiple platforms, with apps for desktops, tablets and web.

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- download: NaturalReader

A downloadable text-to-speech desktop software for any use. This software with natural-sounding voices can read to you any text such as Microsoft Word files, webpages, PDF files, and E-mails.

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3. Actively Learn (Studying/All Subjects)

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3. Actively Learn (Studying/All Subjects)

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Create a free account

Making studying easy. This app assists students with a variety of tools to help students access concepts through strategies to include text-to-speech, dictionary, translation, chunking, scaffolding, annotation, discussion, formative assessment, and metacognition.

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Download Proloquo2GO

Proloquo2Go is an easy useful communication app for people who struggle with speak or need help being understood. The features include natural sounding voices, pictures, and exposure the vocabulary. Proloquo2Go is a simple yet powerful AAC (augmentative and alternative communication) tool.

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Download Choicework

This app assists in improve the communication between students and staff. The Choiceworks incorporate the use of picture and choice in a practical and easy-to-use format to help students learn social skills, develop self control, and complete daily routines.