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Resource Guide About Assistive Technology

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Assessing Students’ Needs for Assistive Technology

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Joy Zabala was deeply proud to have been a part of the field of education for more than forty years. She was a universally respected pioneer in Assistive Technology (AT) and eventually joined the staff at CAST to concentrate on accessible educational materials and Universal Design for Learning (UDL) and their relationship to AT. She was an internationally active conference presenter, a co-founder of Quality Indicators for Assistive Technology (QIAT), and the creator of The SETT Framework, utilized throughout the world.

The SETT Framework is a four-part model (Student, Environments, Tasks, Tools) which promotes collaborative decision-making in all phases of assistive technology service design and delivery.

This site provides information about Joy and her work, and support materials related to the SETT Framework and to QIAT, UDL, and AEM.

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Joy Zabala was deeply proud to have been a part of the field of education for more than forty years. She was a universally respected pioneer in Assistive Technology (AT) and eventually joined the staff at CAST to concentrate on accessible educational materials and Universal Design for Learning (UDL) and their relationship to AT.

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AT-UDL Library Digital Assistive Technology Resource Library

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Kit Piltingsrud, Program Manager and Assistive Technology Professional, Living Well Disability Services
The DHS Olmstead Plan outlines several key goals that must be accomplished to ensure people with disabilities are living, learning, working, and enjoying life in the most integrated setting possible. One strategy outlined within the plan to achieve person-centered planning goals is to incorporate assistive technology assessments into person-centered planning processes. Learn more about the Olmstead Plan

With new assistive technology devices becoming available all the time, and as needs of individuals change, staff should assess assistive technology needs annually to ensure individuals are given the opportunity to perform as independently as possible.

To help us facilitate this objective, we created the following flow chart and assessment form to guide staff through the assessment process, and to determine the best course of action moving forward.

The documents referenced below are approved by Living Well Disability Services to be copied and modified for use by other organizations and individuals.

Visit the Technology Resource Center to learn more

More Assessments

This assessment was created by the State of Ohio to specifically assist in the process of including remote monitoring technology as part of an individual's care plan.

This document was created to support initial conversations related to using technology supports for people served by Hammer Residences, Inc. Hammer staff utilize this document after an initial general consultation and is intended to describe the individual's functional skills and abilities concerning the need for technology as a support as well as outline possible solutions and future outcome documentation.

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Assistive Technology Assessment and Flow Chart

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Kit Piltingsrud, Program Manager and Assistive Technology Professional, Living Well Disability Services The DHS Olmstead Plan outlines several key goals that must be accomplished to ensure people with disabilities are living, learning, working, and enjoying life in the most integrated setting possible.

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This resource guide on the assistive technology (AT) decision-making process was created to assist Ohio school districts in understanding their obligation to provide needed AT devices and services to students with disabilities. General information on the school district's responsibility to consider the AT needs of all students who are receiving special education services and on the legal implications for districts is provided.

As outlined in the Individuals with Disabilities Education Improvement Act (IDEA), the local school district must provide for the specific needs of students with disabilities through a team process, including assessment for AT needs and implementation of AT services. Local educators and related service providers must make sound judgments on AT solutions that will be a part of the student's individualized educational program (IEP). It is OCALI's hope that this resource guide will support schools in making sound judgments in these areas.

This guide was developed in collaboration with the Ohio Assistive Technology Network with funding from the Ohio Department of Education's Office for Exceptional Children.
Download Full AT Resource Guide (PDF)
AT Resource Guide Sections

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Special Education Services and Supports - Assistive Technology

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Types of Assistive Technology (AT)

Assistive technology isn't new. In fact, it has been a part of the human experience for thousands of years. It is believed that eyeglasses were invented in Italy between 1268 and 1289; and, the first recorded use of a wheelchair dates back to 5th Century China.

Assistive technology can range from no and low tech solutions to high tech solutions. For example:

using paint to help with wayfinding ("to get to the elevator follow the blue line on the floor")

homemade grips (wrapping duct tape around a pencil or pipe insulation around a spoon handle)

speech generating devices that can be activated using eye gaze

Assistive technology solutions may be store bought, such as speech recognition software; modified such as placing tennis balls on a walker to make it easier to glide over carpets; and, even custom made such as creating a prosthetic hand using a 3D printer.

Throughout this site, we will use the following ten categories below to group AT solutions. It may not surprise you to learn that AT may fit into more than one category depending upon the person's needs as well as how and where the person uses the AT.

Vision

Products for people who are blind or visually impaired, including AT used for daily living activities, accessing computers, wayfinding, and other needs. Examples include:

magnifiers,

talking devices such as a talking thermostat,

Braille displays,

screen reading software,

text-to-speech systems using Optical Character Recognition (OCR),

large print materials, and

phones with large tactile buttons.

Want to know more or explore a sampling of products? Check out the resource below.

Hearing

Products for people who are Deaf or hard of hearing, including AT used daily living activities, communication, and other needs. Examples include:

personal amplification systems,

wireless TV listening systems,

vibrating alarm clocks,

doorbell with flashing light alert,

portable closed captioning system,

face-to-face dual keyboard communication system,

amplified telephones,

phone with captioning, and

mobile devices with texting or specialized apps.

Want to know more or explore a sampling of products? Check out the resource below.

Speech communication

Products for people with speech disabilities who need assistance with speaking including face-to-face communication. Examples include:

voice amplification systems,

fluency assistance devices,

artificial larynx,

communication boards,

speech output software,

symbol-making software, and

speech generating devices.

Want to know more or explore a sampling of products? Check out the resource below.

Learning, cognition, and developmental

Products for people who need assistance with learning, attention, memory, and organization. Examples include:

Want to know more or explore a sampling of products? Check out the resource below.

Mobility, seating, and positioning

Products for people who need mobility assistance. Examples include:

Want to know more or explore a sampling of products? Check out the resource below.

Daily Living

Products for people with disabilities and older adults with functional limitations due to aging. These products increase independence when performing activities of daily living such as bathing, dressing, personal hygiene, eating and other basic home/life activities including shopping and money management. Examples include:

dressing aids such as zipper pulls and button hooks,

long handle shoe horn,

Reacher,

adapted kitchen tools and eating utensils,

walker carrying bag,

wheelchair cup holder,

book stand,

automatic soap dispenser,

vacuum robot, and

switch-adapted appliances.

Environmental Adaptations

Products designed to increase access to homes, businesses, and other buildings by people with disabilities and include systems to open/lock doors, control lighting, temperature and other environmental needs. Examples include:

Want to know more or explore a sampling of products? Check out the resource below.

Vehicle modification and transportation

Products that promote safe access to transportation and increase independence through vehicle adaptations. Examples include:

Computers and related peripherals

Products that help people with disabilities access and use computers. Examples include:

specialized software such as screen magnification software for people with low vision,

alternative keyboards and input devices, and

voice recognition.

Want to know more or explore a sampling of products? Here are a few resources to get you started.

Recreation, sports, and leisure

Products that help people with disabilities participate in sports, recreation, and leisure activities. Examples include:

switch adapted toys,

playing card shuffler,

camera mounts, and

adapted sporting equipment.

Want to know more or explore a sampling of products? Here are a few resources to get you started.

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Assistive technology isn't new. In fact, it has been a part of the human experience since Ancient times. Assistive technology can range from no and low tech solutions to high tech solutions.

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Assistive Technology Solutions

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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Many children with disabilities have difficulties with reading, writing, and math. Some children have problems with vision, hearing, listening and/or communicating. Others have physical, mobility, and motor problems. Assistive technology helps children use their strengths to compensate or "work around" weaknesses caused by the disability. Assistive technology includes "devices" and "services."

IDEA 2004 requires IEP teams to consider the assistive technology needs of all children with disabilities. (20 U.S.C. 1414(d)(3)(B)(v))

The IEP team makes decisions about assistive technology devices and services based on your child's unique needs so that he can be more confident and independent. The law requires schools to use assistive technology devices and services "to maximize accessibility for children with disabilities." (20 U.S.C. 1400(c)(5)(H))

If the IEP team determines that your child needs assistive technology devices and services, the school district is responsible for providing these and cannot use lack of availability or cost as an excuse.

Note: Assistive technology is not a substitute for teaching your child to read and write.

IDEA defines an 'assistive technology 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 functional capabilities of a child with a disability. (20 U.S.C. 1401(1))

IDEA defines an 'assistive technology service' as...

any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes -

(A) the evaluation...

(B) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices...

(C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing...

(D) coordinating and using other therapies, interventions, or services with assistive technology devices...

(D) training or technical assistance for such child, or ...the family of such child...

(F) training or technical assistance for professionals... (20 U.S.C. 1401(2))

IDEA 2004, Wrightslaw: Special Education Law, 2nd Edition, p. 49.

Assistive Technology Training

IDEA 2004 also requires schools to provide assistive technology training for the teachers, child, and family. (20 U.S.C. 1400(2)(E) & (F))

Your child's teachers may need training so they know how to use a device. Your child and your family may need A.T. services so you can learn to use a device. Assistive technology services, including training, need to be written in your child's IEP.

Wrightslaw: All About IEPs

Chapter 8
Assistive Technology
p. 73

Assistive Technology Evaluation

If you think your child needs assistive technology, you need to request that the IEP team refer your child for an evaluation by an assistive technology specialist. If the IEP team refers your child, the evaluation is at no cost to you. An assistive technology evaluation may include a functional evaluation of your child in school or at home. Be sure to include the evaluation in the IEP, including the expected date to start and finish the evaluation.

Assistive technology specialists have special knowledge and expertise. If your child's needs are complex or you anticipate resistance, ask the assistive technology specialist to join the IEP team.
Universal Design for Learning
The key concept in Universal Design for Learning is that new curricular materials and learning technologies will be designed to be flexible to accommodate the unique learning styles of a wide range of individuals, including children with disabilities. Examples include accessible websites, electronic versions of textbooks and other materials; captioned and/or narrated videos; word processors with word prediction; and voice recognition. The definition of universal design is in the Assistive Technology Act at 29 U.S.C. 3002 (19).

Universal Design for Learning (UDL) is a set of principles for designing curriculum that provides all individuals, including those with learning differences, with equal opportunities to learn.

UDL principles call for varied and flexible ways to:

Present or access information, concepts, and ideas (the "what" of learning)

Plan and execute learning tasks (the "how" of learning)

Get engaged - and stay engaged - in learning

Universal Design for Learning and Assistive Technology. Building accessibility into new technologies and curricular materials as they are developed will help to ensure the maximal inclusion of children with disabilities into the full array of learning opportunities that are available to all children.

National Center on Universal Design for Learning. Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

So You Think You Understand UDL?. All students have assets and strengths and goals and interests. UDL lets us offer them options and choices to create personalized pathways to meet very rigorous goals.

National Center on Universal Design for Learning. Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

CAST (Center for Applied Special Technology): Transforming Education through UDL. CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.

Accessible Technology - "Dear Colleague" letter (June 2010). The Departments of Education and Justice reaffirm the agencies' commitment to ensuring students with disabilities have equal access to emerging technologies in colleges and universities. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, protect the rights of students with disabilities. These laws bar institutions of higher education from requiring the use of technology that is inaccessible to individuals with disabilities, unless the institutions provide accommodations or modifications that would permit an individual with a disability to use the technology in an equally effective manner.

NIMAS - National Instructional Materials Accessibility Standard

The requirements about access to instructional materials and accessibility standards are new in IDEA 2004. Wrightslaw: Special Education Law, 2nd Edition, p. 83.

20 U.S.C. 1412(a)(23) Access to Instructional Materials

(A) In General. The State adopts the National Instructional Materials Accessibility Standard (NIMAS) for the purposed of providing instructional materials to blind persons or other persons with print disabilities, in a timely manner after the publication of National Instructional Materials Accessibility Standard in the Federal Register.

Questions and Answers on the National Instructional Materials Accessibility Standard (NIMAS). (Office of Special Education Programs (OSEP), Revised August 2010). Q&A document provides information to facilitate adoption of the National Instructional Materials Accessibility Standard (NIMAS) and coordination with the National Instructional Materials Access Center (NIMAC), a national repository for NIMAS files received from publishers, SEAs, and LEAs.
National Instructional Materials Accessibility Standard (NIMAS)

National Center on Accessible Educational Materials (AEM)

The Right of Students Who Need AIM. The Right of Students with Disabilities Who Need Accessible Instructional Materials to Receive These Materials in a Timely Manner. A Brief for Families and Educators from The National Center on AIM. (January 2012)

The AEM Navigator is an interactive online tool designed to be used by IEP teams to facilitate decision-making around accessible instructional materials for an individual student. The four major decision points in the process include 1) determination of need, 2) selection of format(s), 3) acquisition of format(s), and 4) selection of supports for use.

What Is NIMAS? NIMAS is a technical standard used by publishers to produce source files (in XML) that may be used to develop multiple specialized formats (such as Braille or audio books) for students with print disabilities.

NIMAS Conversion Tool.

American Foundation for the Blind - NIMAS. In this section of www.afb.org you may access presentations and handout materials about the National Instructional Materials Accessibility Standard (NIMAS) and the central repository for publishers' source files or National Instructional Materials Access Center (NIMAC).

Accessible Instructional Materials: Ensuring Access for Students with Learning Disabilities - Policy Brief: National Center for Learning Disabilities (NCLD).

NIMAS & NIMAC: A Discussion of the Legal Issues by Joanne Karger, J.D., Ed.D. A summary of some of the challenges faced by educators, families, and learners on timely provision of AIM for K-12 students who may benefit from the use of specialized formats.

Articles

Assistive Technology for the Struggling Notetaker. Using a recording pen is similar to a digital recorder - it's an Assistive Technology device. If your child is eligible for special education services under IDEA, ask the school to provide an AT evaluation and appropriate AT devices and services.

Advocating for a Child with Communication Problems. IDEA includes a section about developing IEPs for children with "special factors" including special factors for children with communication needs. For example, the IEP team shall " consider whether the child needs assistive technology devices and services."

Testing Written Expression. Occupational therapy and assistive technology evaluations may be needed for children with poor handwriting.

Related Services-A Closer Look

Adolescent Literacy: What's Technology Got to Do With It? by the National Center for Technology Innovation and Center for Implementing Technology in Education (2010).

LD Online Technology - excellent source of information about technology and "low tech" and "high tech" tools. can open doors and break down barriers for children, youth, and adults with disabilities. Whether in the classroom or workplace, assistive technology (including devices, software, recordings, and much more) can increase, maintain, or improve the capabilities of individuals with disabilities.

Exploring AT Options? Check Out These Apps! Exploring AT options or looking for good apps for your kids? Effectively finding and utilizing the best technology is easier said than done.

A Checklist for IEP Teams: Considering Assistive Technology. IEP team members need to consider carefully what they want the student to be able to do within the educational program, that he or she isn't able to do because of the identified disability. Then ask the question, "Would assistive technology of some kind enable the student to meet the goal?"

Demystify the Assistive Technology Assessment Process from the VA DOE Training and Technical Assistance Center at VCU, identifies the seven indicators for a quality AT Assessment.

Tools for Evaluation: Assistive Technology Tools Kits. When an individual is identified with a disability and assistive technology is recommended, where do you begin?

The Effect of Assistive Technology in a Public School Setting . Report on the results of a study that shows assistive technology employed by a team of occupational therapists, speech-language pathologists, and educators has a significant impact on helping students with disabilities achieve their academic goals.

Assistive Technology Solutions. AT Fact Sheet from the Family Center on Technology and Disability (FCTD) includes basic questions to consider when trying to identify AT devices that will best suit your child and illustrates examples of some of the AT options available.

Using Assistive Technology to Support Writing. Technology-and especially the subset of technology tools known as assistive technology -can be an effective, if not necessary, element of the writing curriculum for students with disabilities. Originally from the Center for Implementing Technology in Education (CITEd), this article looks at how technology can support students' writing.

Assistive Technology Ideas for Reading and Writing. There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading that will facilitate decoding, reading fluency, and comprehension.

Technology-Based Approaches for Reading Instruction.

High-Tech Help for Writing. Assistive Technology can help children in all aspects of writing. Among the most useful AT tools are word-prediction software and graphic organizers * Using multiple technologies for single assignments helps students succeed where they might not have previously.

High-Tech Help for Reading. From e-readers to iPad apps, the array of Assistive Technology available for children who struggle with reading continues to grow and improve. Here are explanations of specific technologies with details of how they can be used to help students in the classroom and with homeworks.

Could Technology Be the Key to Your Child's Success? For students struggling with learning disabilities, software might be the answer.

Resources

If you are negotiating with the school for AT services and

We can't afford that...

...Cost cannot be considered a factor in AT consideration.

We are not authorized to make a decision about AT...

...I am disappointed to hear that. I guess we will need to adjourn the meeting until an appropriate administrator is here. Read more...

Strategies for Assistive Technology Negotiations . Find resources for supporting these strategies adapted from an Advocacy Institute presentation on Assistive Technology by Dave Edyburn, Ph.D., University of Wisconsin - Milwaukee.

. Marshall Raskind, Ph.D. provides an overview of assistive technologies and advice about selecting appropriate tools for children with learning problems. The Essential Guide to Assistive Technology Free download (21 pages).
Accessible Textbooks: A Guide for Parents of Children with Learning Disabilities by the Center for Applied Special Technology and LD OnLine (2007).
Glossary of Assistive Technology Terms from the Family Center on Technology and Disability. The glossary of terms can help parents learn about the kinds of assistive technologies that are currently available and how they can be used.

Family Guide to Assistive Technology. In the home, classroom, workplace, and community, assistive technology is enabling individuals with disabilities to be more independent, self-confident, productive, and better integrated into the mainstream.

National Early Childhood Technical Assistance Center (NECTAC): Assistive Technology Overview. Children with disabilities, even those who are not eligible for special education under IDEA, may also be entitled to the provision of assistive technology under Section 504 of the Rehabilitation Act or under the Americans with Disabilities Act (ADA).

(OSEP) Policy Letters. The U.S. DOE Office of Special Education Programs have clarified the school districts' responsibilities in providing assistive technology to students with disabilities.

Assistive Technology For Students Who Are Blind or Visually Impaired: A Guide to Assessment by Ike Presley, M.Ed., Frances Mary D'Andrea, M.Ed. A book on assessing the needs of kids who are blind that creates a "tech toolbox" for kids. All school districts should have this guide as a resource.

Free Pubs

Accessible Instructional Materials: Ensuring Access for Students with Learning Disabilities - Policy Brief: National Center for Learning Disabilities (NCLD). (PDF,22 pages)

WATI Assistive Technology Consideration to Assessment. This WATI Assessment process provides an overview of the assistive technology consideration, assessment and planning process that has been implemented throughout Wisconsin. The package includes

The WATI Student Information Guide

The WATI Environmental Observation Guide

The WATI Assistive Technology Decision Making Guide

The WATI Assistive Technology Checklist

This guide from Microsoft provides information about accessibility and accessible technology to help educators worldwide ensure that all students have equal access to learning with technology. In Accessibility: A Guide for Educators - Empowering students with accessible technology that enables personalized learning. English and Spanish.

"For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible." ... Dr. Katherine Seelman

Searching for the Right Product

Searching for the right educational or assistive technology product?

Tip: Try before you buy an A.T. device. Find out what to ask about a product's reliability, usability and quality.

Consumer Tips for Evaluating Assistive Technology Products by Marshall Raskind, Ph.D. Learn how to select the most effective assistive technology tools for your child's specific needs.

TechMatrix - Assistive Technology Tools and Resources for Learning. The new and improved TechMatrix allows you to use targeted searches and keywords to find the right tool, research, online resource or expert advice to integrate technology into education.

Resources for Assistive Technology Guides and Assessments.

Funding Information and Resources

Purchase Accessible Learning Materials - The PALM Initiative. Find out what you can do to increase the number of educators who are seeking and purchasing materials that are useable by all students from the start.

Finding Alternative Sources of Funding for Assistive Technology. What if your LEA's AT budget is exhausted, or was never there to begin with? What if the LEA provides AT for the classroom, but not for use at home, even though it's supposed to?

Quick Start Guide to Where the Money is and How to Get it. This Quick Start Guide and companion eBook from Tech and Learning.com will focus on new federal funds and sometimes overlooked funding sources.

Funding Sources from NECTAC. Research shows that funding continues to be one of the biggest obstacles to the acquisition of assistive technology for children with disabilities.

Focus on programs that help families get educational AT for their children with disabilities in learning.

Assistive Technology can be highly effective, but incredibly expensive. We would like to develop a list of funding resources or loan programs for assistive technology.

Arkansas Equipment Loan and Giveaway

Georgia's Assistive Technology Act Program, Tools for Life. Funding Options and Education

Nebraska ATP Funding Solutions

Oklahoma's Assistive Technology Program: Device Demonstration and Short Term Loan

If you are aware of any resources that would help parents in obtaining AT devices or services, please let us know. Send us an email that includes the website link or contact name and number of the resource to atech | at | wrightslaw.com.

Other Assistive Technology Resources

AccessIT

Assistive Technology Industry Association (ATIA)

Assistivetech.net

Assistive Technology Partnership

Assistive Technology Training Online Project (ATTO). Provides information on AT applications that help students with disabilities learn in elementary classrooms.

Bookshare.org

Center on Technology and Disability (CTD). OSEP's new Center on Technology and Disability for Assistive and Instructional Technology Supporting Learners with Disabilities.

Center for Assistive Technology and Environmental Access

Center for Implementing Technology in Education (CITEd)

Closing the Gap

Learning Ally (formerly known as "Recordings for the Blind & Dyslexic"). Learn about accessible materials and resources. Free access (with individual certification) to the nation's largest audiobook library of textbooks and literature titles.

Mobility Aids

National Assistive Technology Research Institute (NATRI)

National AT Advocacy Project

Pass It On Center. The National Assistive Technology Device Reutilization Coordination and Technical Assistance Center fosters improvements in AT reuse practices and networks among AT Reuse programs.

Protection and Advocacy for Assistive Technology (PAAT) Program. Provides protection and advocacy services to help individuals with disabilities of all ages acquire, utilize, and maintain AT services or devices. Or, search for PAAT in your state.

Standards.gov

Tots-n-Tech

More Topics

Created: 06/30/2010
Last Revised: 12/12/2020

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assistive technology wrightslaw special education law iep autism adhd needs learning disabilities advocacy 504 resources add dyslexia needs no child left behind act regulations services nclb idea ld peter pamela wright

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Because assistive technology has so many benefits, IDEA 2004 requires IEP teams to consider the assistive technology needs of all children with disabilities. The IEP team makes decisions about assistive technology devices and services based on your child's unique needs so that he can be more confident and independent.

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Documenting Need for Assistive Technology

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As mandated by the Individuals with Disabilities Education Improvement Act of 2004, Individual Educational Program (IEP) teams must document a student's need for assistive technology (AT) devices and services within the IEP. Assistive technology may be addressed in one or more components of the IEP depending on the student's need for and use of AT.

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California Department of Education: Examples of Assistive Technology

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Assistive Technology Checklist - Services & Resources (CA Dept of Education)

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A list intended to provide examples of assistive technology.

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Open Access is a resource to build understanding of UDL's and functional Assistive Technologies to help learners succeed.

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The Open Access Project is based in the foundational belief that with access to quality curriculum & instruction, students with disabilities can engage, actively participate, and learn within inclusive settings.

The pathway includes:

implementing the principles of universal design for learning (UDL) across all learning environments;

incorporating digital tools and/or accessible technologies (AT) into the design of instruction and measurement of learning; and

providing access to augmentative alternative communication (AAC) strategies and supports and a commitment to building communication competence for students with complex communication needs.

Click here for a Quick Overview of the Open Access Project to print and share.

Reach out with questions, comments or ideas or to inquire about participating in an Open Access project.

Find out what's currently happening or what's coming up within our network.

In this space you can search for handouts, tools, presentations, and quarterly and annual reports related to our projects.

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Open Access 2.0 | Learning and Participation for All Students

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Providing Accessibility through UDL, AT, and AAC

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5 Low- or No-tech Assistive Technology Tools

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5 Low- or No-tech Assistive Technology Tools

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5 Low or No-Tech Assistive Technology Tools

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Here are 5 great examples of easy-to-use, low-tech or no-tech AT tools that help build children's communication skills.

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Examples of Low Tech Assistive Technology

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Not only am I a 23 year educator (wow...has it been that long?), I am a mother of 3 young (energetic) boys. My sons, although adorable loving and gifted in their own ways, each struggle in school...and each in a different way. All 3 boys are on IEPs to help accommodate their needs and support their learning success. My oldest son has ADHD. Focusing, organizing, and comprehension can be a challenge at times. My second son has cerebral palsy. He has a whole team of specialists in and outside of the school setting to help support him physically, academically and socially. As far as the youngest...well the verdict is still out on him.

So...what does my background have to do with teaching...everything! My eyes have opened and I finally "get it". My boys have not only shaped me into being a mother who advocates for them but their challenges have really changed who I have become as an educator in the classroom. I have great understanding now of challenges that students have. Helping ALL kids is on my radar all day... every day.

I recently attended a low tech assistive technology conference and found some easy inexpensive tools that I can bring into my classroom to help and support my students for success.

So let's start out with "What is Assistive Technology (AT)"?
AT is something that is used to increase a student's capabilities, participation and independence in the classroom. Assistive Technology can be a range of things...electronic spelling dictionaries, weighted vest, lap pads, slant boards, iPads, fidgets, adaptive paper and the list goes on. When my son with CP was struggling to keep up with writing his work because of his left-sided weakness, he received an iPad from our AT Department. An iPad because of its cost would be considered high tech but this was my first experience hearing about the possibilities of assistive technology.
Take a look at a few of my favorite low tech tools...

Fidgets

I love them! My boys love them! My students love them! I have tons of them...no joke. When I see a student picking at their fingers or tapping loudly to stimulate themselves, I hand them a bucket of fidgets to choose one from. The fidgets seem to help my students with calming and focus. My fidgets come in all shapes, sizes, textures and colors. I believe that movement (even in small amounts), kinesthetic learning and sensory input are very important for many learners' success.

Quiet Kit

A Quiet Kit can be full of anything! This one in the picture has putty, fidgets, mini plastic puzzle pieces (love these...remind me of Legos which my boys adore), bendy animals and sensory balls. This concept was something new for me. I love organizing and putting things in darling containers but although obvious, I haven't thought of putting together a small tub of sensory kinesthetic tools. Brilliant! A student is having difficulty focusing on your lesson....no worries... go sit at the Quiet Kit desk and fidget while you listen. Thumbs up for this trick!

Adaptive Scissors

There are tons of different types of scissors. Left handed scissors , right handed scissors, scissors that slide, scissors with different grips, scissors with magnets and scissors with springs. Here are a few that we have used in classroom.

Visual Timers

I have used hour glasses and Time Timers but the timer on the right side is my favorite. It is magnetic and is perfect on a white board!

Bumpy Seats and Flexible Seating

I love bumpy seats. The red bumpy seat to the left is the typical one we have in our school. The green bumpy seat is actually one that was purchased at IKEA. It is more of a foam cushion rather than the typical inflated ones but definitely a cost saver.

So where can you purchase Low Tech AT tools at a reasonable price?
All over really.
Michael's and Joannes, LakeShore Learning and the Therapy Shoppe (if you do not know this website, it is beyond amazing!)

I love incorporating low tech AT in my classroom. I think it can be very helpful for some students.
What do you think?
What special things do you use in the classroom or at home to help kids?
I'd love to hear your success story below in the comments 🙂

You can always "COUNT ON ME" for engaging, differentiated math resources to help every student shine!

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Not only am I a 23 year educator (wow...has it been that long?), I am a mother of 3 young (energetic) boys. My sons, although adorable loving and gifted in their own ways, each struggle in school...and each in a different way. All 3 boys are on IEPs to help accommodate their needs and support their learning success.

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Achievement Advantage Assessment and Services

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Achievement Advantage Assessment and Services

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Achievement Advantage Assessment & Services, LLC

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Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Today's post has been written by Rebecca Guenther, MA, CCC-SLP, Amanda Stohrer, MS, OTR/L, ATP, and Laurene Sweet, PT, ATP, MEd, DPT from LeafBridge.
As we gather school supplies and prepare our students for the upcoming school year, it is important to review and understand your student's IEP. Assistive Technology is an area commonly misunderstood or underrepresented on the IEP. Consideration of assistive technology needs is required by IDEA and is based on the unique educational needs of the student. In this blog, we review the meaning of assistive technology devices, team members involved in assistive technology services, and how to obtain an assistive technology evaluation/assessment.

What is AT and how can it help?

According to Section 300.5 of IDEA, assistive technology (AT) device means 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. In simpler terms, an AT device levels the playing field to help a student with a disability function at the same or higher level. Some examples of assistive technology devices for education include Augmentative and Alternative Communication (AAC) devices, digital books with text to speech, adapted writing devices, a wheelchair, a switch accessible computer or tablet, and modifications for low vision just to name a few.

Where is AT listed in the IEP?

In section 2 of the IEP, there is a box probing the question "Does the child need assistive technology devices and/or services?" This should initiate a team discussion for justifying why a student would or would not benefit from AT devices and/or services. Parents, as a part of the IEP team, should be involved in conversations and decision making surrounding assistive technology. Through an Assistive Technology Evaluation, the team explores possible AT solutions in any number of areas such as reading, self-care, writing, computer access, learning, and math. If AT devices and services are warranted, each device or service should be specified under section 7 of the IEP.

What are Assistive Technology Services?

According to Section 300.6 of IDEA, assistive technology (AT) service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes the evaluation of need, acquiring equipment, customizing and maintaining the equipment, coordinating with the IEP team, as well as training for the student and any other members of the student's intervention team. Quality Indicators for Assistive Technology (QIAT), developed by focus groups and validated through research, indicates that "assistive technology assessments are conducted by a team with collective knowledge and skills". Potential AT team members include parents, students, physical, occupational, and speech & language pathologists; intervention specialists; nurses; psychologists; vision specialists; and behavior specialists, just to name a few. No single specialist can be the expert across all areas of AT. Extensive resources are available on the QIAT website, including specific information about AT and the IEP process: https://qiat.org/indicators.html. Due to the ever-changing standards and availability of assistive technology, it may also be beneficial to include a RESNA certified Assistive Technology Professional (ATP) as a part of the IEP team. RESNA stands for Rehabilitation Engineering and Assistive Technology Society of North America. You can identify a RESNA certified ATP in your area using the "Find a Certified AT Professional Tool" at https://www.resna.org/. You may also order a copy of RESNA standards for Assistive Technology on the RESNA website: https://www.resna.org/at-standards.

How do I request an AT assessment?

Referral to initiate the AT process typically comes from concern by an educational professional and/or a parent or team discussion about a student's needs. The concern typically surrounds area of the student's educational program in which he/she is unable to participate due to his/her disability. The following is a good resource from OCALI with information about initiating the AT process: https://www.ocali.org/up_doc/AT_Resource_Guide_5.pdf. It is helpful for parents to submit requests in writing, clearly stating the request and the reason for the request. The following resource from the Georgia Project for Assistive Technology includes legal mandates for Assistive Technology: http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/Legal-Mandates-for-Assistive-Technology.aspx.

Summary

IDEA 2004 requires that the IEP team consider the assistive technology needs of every child with a disability. Consideration for AT supports should be a thorough evaluation process completed by a team of professionals in order to asses AT needs across all content areas. Look for our next blog to learn more about assistive technology for reading.

About the Authors

Rebecca Guenther, M.A, CCC-SLP is a speech-language pathologist with 14 years of school based, home and outpatient experience with a primary focus on children with complex disorders including cerebral palsy, autism, and rare genetic conditions. Rebecca has a passion for developing and implementing functional communication systems using a combination of both low and high technology augmentative/alternative communication systems. Rebecca is a leader in her field and has provided hands on training and professional in-services to her peers regarding Augmentative/Alternative Communication. Rebecca remains current in this ever-changing assistive technology field by attending professional conferences such as the Assistive Technology Industry Association Conference and Closing the Gap. Rebecca is proficient in programming multiple AAC devices from frequently used vendors such as Saltillo, Prentke Romich Company, Tobii-Dynavox, Pragmatic Organization Dynamic Display communication books, and multiple tablet applications. Rebecca serves as the Speech and Language Pathology Manager for the pediatric department at LeafBridge of United Cerebral Palsy (UCP) of Greater Cleveland. As manager, she coordinates speech therapy programming, leads Camp LeafBridge for Extended School Year summer programming and she coordinates feeding therapy services provided at LeafBridge. Rebecca travels the state of Ohio to conduct Assistive Technology Evaluations and Independent Educational Evaluations.

Amanda Stohrer, MS, OTR/L, ATP is an Occupational Therapist with extensive experience in providing care for children with complex disabilities. Amanda serves as the Occupational Therapy Manager for the pediatric department at LeafBridge of United Cerebral Palsy (UCP) of Greater Cleveland. As manager, Amanda coordinates occupational therapy programming for school-based services, outpatient therapies, fieldwork experiences, a functional skills program, upper extremity serial casting, and the LeafBridge Steps to Independence program for intensive intervention. Amanda is a RESNA certified Assistive Technology Professional and is highly skilled with transdisciplinary assessment for seating and mobility in collaboration with the assistive technology team at LeafBridge. Amanda earned a BS in Interdisciplinary Health Sciences in 2008 and then a master's degree in Occupational Therapy in 2009 through Western Michigan University. Amanda has significant training in sensory integration, NDT, functional electrical stimulation, orthopedics, interventions for children with complex learning needs, and Cortical Visual Impairment (CVI.) As an adjunct faculty member for the COTA program at Cuyahoga Community College, Amanda facilitates the lab and lecture series for the course entitled "Techniques in Developmental Disabilities." Amanda holds the Perkins-Roman CVI Range© Endorsement which demonstrates expertise in administering the CVI Range Assessment for Children with Cortical Visual Impairment. In addition, she earned Micro credentials in CVI Basics and the CVI Range. Amanda travels the state of Ohio to conduct Assistive Technology and Independent Educational Evaluations.

Laurene Sweet, PT, ATP, MEd, DPT is a Doctor of Physical Therapy and RESNA certified Assistive Technology Professional with 25 years of experience in outpatient clinics, schools, hospitals, an autism specialty program, and the Day Program for alternative school placements at UCP. She is the Manager of Specialized Services for LeafBridge. Laurene's expertise in developing holistic programming for children with complex and co-existing disabilities emerged through cross training with other disciplines, continuing education, and direct experience. In 2007, she earned a master's degree in Special Education with concentrations in Autism and Assistive Technology and advanced coursework in Functional Behavior Assessment. In 2014, Laurene published peer-reviewed clinical research in the Pediatric Physical therapy Journal. She manages the serial casting program at UCP to improve range of motion for children with ankle and foot deformities. Laurene coordinates UCP's Day Program for children with complex learning needs and Cortical Visual Impairment (CVI). She holds the Perkins-Roman CVI Range© Endorsement which demonstrates expertise in administering the CVI Range Assessment for Children with Cortical Visual Impairment. In addition, Laurene earned Micro credentials in CVI Basics and the CVI Range. Laurene is a mother of a student with a Specific Learning Disability. She adopted two teenagers from foster care and is well-versed in Trauma Informed Care. Laurene travels the state of Ohio to conduct Assistive Technology and Independent Educational Evaluations.

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Assistive Technology - Achievement Advantage Assessment & Services, LLC - Educational Psychology Blog - Achievement Advantage Assessment & Services

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Welcome to our Back-to-School Blog Series! This week, we are featuring a variety of professionals who are sharing their expertise to help make the back-to-school transition a little bit easier for students, parents, and educators. Today's post has been written by Rebecca Guenther, MA, CCC-SLP, Amanda Stohrer, MS, OTR/L, ATP, and Laurene Sweet, PT, ATP, MEd, DPT from LeafBridge .

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Assistive Technology is redefining what is possible for people with a various range of cognitive/ learning, print, and physical abilities and disabilities, be it in the home, classroom, workplace and/or community. Assistive Technology is enabling all individuals, of all ages, including those with disabilities, to be more Independent, Self-Confident, Productive and better included in every day life, education, employment and living.

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Assistive Technology (AT) is defined as both a 'device' and a 'service'. According to IDEA 2004, an "assistive technology device means 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 functional capabilities of a child with a disability." An assistive technology service is defined as "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device" (IDEA 2004). Per IDEA 2004, local education agencies must consider assistive technology needs when developing IEPs for all students with disabilities.

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Assistive Technology (AT) is defined as both a 'device' and a 'service'. According to IDEA 2004, an "assistive technology device means 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 functional capabilities of a child with a disability."

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The premise of the SETT Framework is identifying the characteristics of a Student, the Environments in which the student learns and grows, and Tasks required to be an active learner in those environments before trying to identify a system of T ools that enables the student to actively engage in the tasks in the environments. A critical feature of successfully applying the SETT Framework is a shared understanding across the educational team, the student, and the family when it comes to the "who" (student's characteristics), the "where" (learning environment characteristics), and the "what" (tasks that a student needs to be able to do).

The distance delivery of K-12 instruction and restrictions around accessing the school buildings has shifted the methods for collaboration with AT consultants and specialists (Zabala & Carson, 2021). Idaho Assistive Technology Project ( ) has developed a process for the remote collaborative AT evaluation:

Zabala, J. & Carson, J. (2021). ISET Expert Panel Discussion: SETT and AT Evaluation Done Remotely. Retrieved from: https://www.youtube.com/watch?v=GkvK6Junskc&list=PLdAALw6w14Jd6MhDXdlb6_HnCibt9EBL0

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The SETT Framework and Evaluating Assistive Technology Remotely

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By: Aleksandra Hollingshead, Ed.D.; Joy Zabala, Ed.D.; Janice Carson,

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Part I-Gathering Data and Making Decisions Using a collaborative approach, complete the following information in preparation for a presentation to your colleagues on a student in your area of...

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You can make your Chromebook easier to use by turning on accessibility features that work best for your needs.

Step 1: Find accessibility features

1. At the bottom right, select the time. Or press Alt + Shift + s.

2. Select Settings .

3. At the bottom, select Advanced.

4. In the "Accessibility" section, select Manage accessibility features.
Optional: To have quick access to accessibility features, turn on Always show accessibility options in the system menu.

Step 2: Turn on a feature

Choose the accessibility features you'd like to use:

Type text with your voice

Tap and drag your finger to move objects

1. At the bottom right, select the time. Or press Alt + Shift + s.

2. Select Settings .

3. At the bottom, select Advanced.

4. In the "Accessibility" section, select Manage accessibility features.

5. Under "Mouse and touchpad," select Open mouse and touchpad device settings.

6. Turn on Enable tap dragging.

To use tap-to-select, double-tap the object and hold, then drag it to move.

Use keyboard shortcuts one key at a time

1. At the bottom right, select the time. Or press Alt + Shift + s.

2. Select Settings .

3. At the bottom, select Advanced.

4. In the "Accessibility" section, select Manage accessibility features.

5. To perform keyboard shortcuts by entering them sequentially, under "Keyboard," turn on Enable sticky keys.

To use sticky keys, press Search , Launcher , Shift, Alt, or Ctrl, whichever key starts the keyboard shortcut.

To keep a key pressed until you finish the keyboard shortcut, press the key twice.

To unpress a key, press it a third time.

Use buttons to navigate in tablet mode

You can use buttons instead of gestures to switch between apps and interact with your Chromebook in tablet mode. Learn how to change from laptop to tablet mode.

1. At the bottom right, select the time. Or press Alt + Shift + s.

2. Select Settings .

3. At the bottom, select Advanced.

4. In the "Accessibility" section, select Manage accessibility features.

5. Under "Mouse and touchpad," turn on Show navigation buttons.

6. At the bottom, the buttons will appear.

To go back to the previous screen, on the bottom left, select Back .

To go to your Home screen, on the bottom left, select the Launcher . Or press Alt + Shift + L.

To view all your open app windows, on the bottom right, select Show windows .

Get more help

To learn more about how to use accessibility features on your Chromebook, check out the Chromebook Accessibility Video Series.

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Turn on Chromebook accessibility features

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You can make your Chromebook easier to use by turning on accessibility features that work best for your needs. At the bottom right, select the time. Or press Alt + Shift + s. Select Settings . At the bottom, select Advanced.

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Organization:
University, School(s), or School District

Add the ability to manage your entire organization.

Get everyone on the same page with access to shared data.

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Includes access to our deployment and support specialists.

Plans vary so get in touch!

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Word prediction that is grammar smart and inventive spelling aware. Speech recognition allows you to speak it, and we'll write it.

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Organization:
University, School(s), or School District

Add the ability to manage your entire organization.

Get everyone on the same page with access to shared data.

Make your life easy with optional domain & subdomain licensing.

Includes access to our deployment and support specialists.

Plans vary so get in touch!

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Add the ability to manage your entire organization. Get everyone on the same page with access to shared data. Make your life easy with optional domain & subdomain licensing. Includes access to our deployment and support specialists. Plans vary so get in touch!

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Your subscription means everyone can enjoy the benefits of Read&Write across all platforms including Windows, Mac, Google Chrome, Edge, iPad, and Android.

Our Learning and Training resources for each product can be accessed at any time on our website. Get up to speed with our software through our learning resources, then verify your expertise by taking part in our certification program.

Our support site gives you access to lots of common questions that other users of our software have about the technical stuff. If you can't find what you're looking for there, then our Tech Support team is on hand at support@texthelp.com 9-5pm every day to help with troubleshooting or technical problems.

We're always working on making our products better, so any improvements or enhancements are pushed out automatically to you, there's no upgrading to do on your part.

Plus, coming soon you'll get free access to the Texthelp Academy for how-to information, video tutorials, product webinars and lots more.

All of this is included as part of your subscription. We do not charge any extra for these services.

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assistive technology for special education

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Read&Write For Education - Reading, Literacy & Assistive Software

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Discover the literacy support software that's helping millions of students across North America to read, write and express themselves independently.

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Free Text to Speech Online with Realistic AI Voices

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Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

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Assistive Technology is all around us! Many of the tools available are free or cost very little to use. On the following pages are lists of Assistive Technology tools you may find useful when completing various tasks both in or out of school. Many of these tools may help you complete tasks more quickly, easily, or independently. Tools are broken down into sub-categories such as Reading, Writing, or Notetaking, for example. All apps and programs on the following pages are free or cost approximately less than $25.

This website is meant to be a starting point to research Assistive Technology tools with majority of them being available for anyone. We hope this website serves as a starting point for researching and finding tools and programs that best fit the tasks you need to complete.

We do our best to stay updated on the latest information about the apps on the following pages along with adding the latest and greatest apps as soon as they come out. If you find an error in our listing or want to share a program, software, website or app that we should add, please contact us at class@augsburg.edu.

Content created and shared by Augsburg University. To use, please correctly cite Augsburg University CLASS Office. The information about the following applications has been summarized from the applications' websites and/or from experience testing the applications. We do updates approximately once a year. Please refer to the applications' websites for the most up to date information.

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Free or Low Cost Assistive Technology - CLASS Disability Resources

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Assistive Technology is all around us! Many of the tools available are free or cost very little to use. On the following pages are lists of Assistive Technology tools you may find useful when completing various tasks both in or out of school. Many of these tools may help you complete tasks more quickly, easily, ...

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Quality Indicators for Assistive Technology Services

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Welcome to the QIAT website, the official site of the QIAT Community. This website supports QIAT's mission of guiding the development and delivery of quality assistive technology services by providing the QIAT Community with a gateway to resources.

The QIAT Community is a nationwide grassroots group that includes hundreds of individuals who provide input into the ongoing process of identifying, disseminating, and implementing a set of widely-applicable Quality Indicators for Assistive Technology Services in school settings that can be used as a tool to support:

school districts as they strive to develop and provide quality assistive technology services aligned to federal, state and local mandates

assistive technology service providers as they evaluate and constantly improve their services

consumers of assistive technology services as they seek adequate assistive technology services which meet their needs

universities and professional developers as they conduct research and deliver programs that promote the development of the competencies needed to provide quality assistive technology services

policy makers as they attempt to develop judicious and equitable policies related to assistive technology services.

Closing the Gap Conference

The Joy Zabala Fellowship for Assistive Technology and Accessible Educational Material

The 2023-2024 Joy Zabala Fellowship pairs are:

Dr. Aaron Marsters (mentor), an Assistive Technology Instructional System Specialist for the Department of Defense Education Activity in Europe, and Jayme Grant (mentee), an Educational and Assistive Technology Specialist in the Beaufort County Schools in Beaufort, South Carolina, will work to increase educator and leadership capacity to implement effective and data-driven AT consideration and implementation processes at high-risk K-12 schools.

Darla Ashton (mentor), an Instructional Interventionist Coach in Indiana, will work with Candace Hayden (mentee), an AT Specialist in Texas, to increase understanding, skills, tools, and resources in AT and AEM, improving procedures for providing thoughtful consideration of AT in primary and secondary schools.

Dr. Danalyn Workentin (mentor), an Occupational Therapist and AT Professional in Florida, will work with Megan Stewart (mentee), a Speech Language Pathologist at a school in Florida, to facilitate a school-based AT team while building AT knowledge with families and staff.

Celebrate and ensure Joy's legacy, please make your tax-deductible gift to the Joy Zabala Fellowship today!
All donations go directly to the Joy Zabala Fellowship to support the activities of the mentorship partners. CAST, a 501(c)3 charitable organization, serves as the fiduciary agent of the Fellowship. CAST and the QIAT Leadership team donate their time and administrative support to the Fellowship.
Mail donation checks payable to CAST, Inc. Please note Joy Zabala Fellowship on the check and mail to:

Joy Zabala Fellowship Fund, c/o CAST, Inc. 50 Salem Street, Bldg. B, Suite 103, Lynnfield, MA 01940 781-245-2212 (voice) 781-245-5212 (fax)

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Home - Quality Indicators for Assistive Technology Services

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Welcome to the QIAT website, the official site of the QIAT Community. This website supports QIAT's mission of guiding the development and delivery of quality assistive technology services by providing the QIAT Community with a gateway to resources. The QIAT Community is a nationwide grassroots group that includes hundreds of individuals who provide input into [...]