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The background for this Padlet is kind of important!

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The background for this Padlet is kind of important!

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Personalizing is important to me, and I wanted a background that meant something and shared something. I used CoPilot by Microsoft (AI) to generate this picture using a few key terms and phrases that included knitting, yarn, rainbows, inclusive, wallpaper, and assistive technology.

The meaning of this background may be clear, but just in case it is not, I am a huge fan of rainbows and bright colors. If something comes in rainbow, I generally pick that option over other solid colors. I am also obsessed with yarn, knitting, and fiber arts and usually have more than a couple projects going at any given time.

In case you love the cute, fun, and kind of strange job that AI did creating this for me, you can also have this wallpaper for your very own (the other thing I am sharing with you)! Just open it up and on the right side of the screen, you'll see the three dots. Within that menu, you will find "download attachment". It will go to wherever your computer is set up to put downloaded files. Enjoy!

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Welcome! Why does this Padlet exist and what will you find here?

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Welcome! Why does this Padlet exist and what will you find here?

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This Padlet is a docking station for every resource I acquired throughout this last semester in EDSP 430. There are sections for Universal Design for Learning (UDL) and its technologies and resources as well as sections for Assistive Technology (AT) and the world of making everything accessible to everyone.

Here, you will find links to online resources, pictures of technology, a video I recorded as my TEDx Talk about UDL, and expert data and conversations about AT and UDL.

Grab a cup of your favorite beverage, snuggle under your comfiest blanket, and enjoy my AT/UDL Final Digital Project! Your first stop is my video to the right!

Please be sure to scroll to the right and down to make sure you get all the content I have shared.

Thank you!

Chawna Cousins

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CAST - where UDL got its origin story

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The sections under here will be categorized and related to graphic organizer. Find this and more at udlguidelines.cast.org

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Multiple Means of Engagement - the "why" of learning

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Multiple Means of Engagement - the "why" of learning

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MME emphasizes identity and speaks about how each learner interests and motivations inform about their abilities to learn. There is an importance to nurture play as well as foster belonging, be action-oriented, and cultivate a classroom culture of empathy and restoration.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.

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Multiple Means of Representation - the "what" of learning

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Multiple Means of Representation - the "what" of learning

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MMR is about perception and how learners make meaning of information. There is emphasis on peoples' identities outside of education including culture, perspectives, and ways of knowing and bringing learners' diversity into the classroom to cultivate understanding and knowing.

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Learners differ in the ways they perceive and make meaning of information. For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), and those representing diverse or non-dominant cultures and/or languages all approach content differently. And these differing approaches must be honored and valued. Equally important is the consideration of how people, cultures, individual and collective identities, perspectives, and ways of knowing are represented within the content. Learning, and transfer of learning, occurs when multiple representations and perspectives are used, because they support learners to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for every learner; providing options for representation is essential.

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Recognition Networks | The "WHAT" of learning

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Multiple Means of Action & Expression - the "how" of learning

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Multiple Means of Action & Expression - the "how" of learning

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MMAE explores ways to design spaces and materials for all learners to include different approaches to learning and disabilities. It is important to understand that just like learners are diverse outside of school, their abilities to understand and retain knowledge is too. To this end, their environment and how they learn should accommodate.

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Affective Networks | The “HOW” of learning

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Online collaborative platform - Padlet

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Quizzes and learning games - Kahoot!

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Lexia PowerUp Literacy

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Lexia® PowerUp Literacy® accelerates literacy gains for students in grades 6-12 who are at risk of not meeting College- and Career-Ready Standards.

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Math Learning Center - Math Apps

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Visual tools - Coggle

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Coggle is online software for creating and sharing mindmaps and flowcharts. It works online in your browser: there's nothing to download or install. Log in to start diagramming!

Whether you're taking notes, brainstorming, planning, or doing something awesomely creative, it is super simple to visualise your ideas with Coggle. Share with as many friends or colleagues as you like. Changes you make will show up instantly in their browser, wherever they are in the world

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The clear way to share complex information. Coggle is a collaborative mind-mapping tool that helps you make sense of complex things. Create unlimited mind maps and easily share them with friends and colleagues.

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Text-to-Speech - IRISPen Reader 8

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Sorry, we just need to make sure you’re not a robot. For best results, please make sure your browser is accepting cookies.

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Dictation - Windows Speech

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Comprehension - Edpuzzle

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).

This module was developed in collaboration with CAST.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours). This module was developed in collaboration with CAST.

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One book, multiples ways to access it!

#1 -- buy a physical copy of it (or check it out at the local library).

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Rosie Revere, Engineer (The Questioneers)

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In this beloved New York Times bestselling picture book, meet Rosie Revere, a seemingly quiet girl by day but a brilliant inventor of gizmos and gadgets by night. Rosie dreams of becoming a great engineer, and her room becomes a secret workshop where she constructs ingenious inventions from odds and ends.

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#2 - Audiobook

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Andrea Beaty (Author), Rachel L. Jacobs (Narrator), Dreamscape Media, LLC (Publisher) & 0 more

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Amazon.com: Rosie Revere, Engineer (Audible Audio Edition): Andrea Beaty, Rachel L. Jacobs, Dreamscape Media, LLC: Books

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#3 - Digital book - you can adjust the font, color, and size of the pages to accommodate people with low-vision

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Andrea Beaty (Author), David Roberts (Illustrator) Format: Kindle Edition

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Rosie Revere, Engineer: A Picture Book (The Questioneers)

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Rosie Revere, Engineer: A Picture Book (The Questioneers) - Kindle edition by Beaty, Andrea, Roberts, David. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Rosie Revere, Engineer: A Picture Book (The Questioneers).

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#4 - Watch a video of the book being read aloud with animation and dynamics

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A beautifully-illustrated tale of a girl and her dream to become a great engineer.

Where some people see rubbish, Rosie Revere sees inspiration. Alone in her room at night, shy Rosie constructs great inventions from odds and ends. Hot dog dispensers, helium pants, python-repelling cheese hats. Rosie's gizmos would astound-if she ever let anyone see them.

Afraid of failure, she hides them away under her bed. Until a fateful visit from her great-great-aunt Rose, who shows her that a first flop isn't something to fear-it's something to celebrate.
Please Note: Due to licensing restrictions, we are not able to provide a teachers' guide for Rosie Revere, Engineer.

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'Rosie Revere, Engineer' read by Lea Michele

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A beautifully-illustrated tale of a girl and her dream to become a great engineer. Where some people see rubbish, Rosie Revere sees inspiration. Alone in her room at night, shy Rosie constructs great inventions from odds and ends. Hot dog dispensers, helium pants, python-repelling cheese hats.

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The UDL Project

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Check out UDL Tools - All Grades for even more useful links!

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UDL Tips from CAST

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Print, download, and display our UDL Tips on a variety of topics, and make learning more inclusive today.

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Novak Education - Website of Resources

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UDL Resources to give you practical guidelines on Universal Design for Learning and to help you implement UDL in your school and/or classroom.

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Idaho Training Clearinghouse - SESTA

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The following are one-click links to web pages that contain a collection of common resources. If a collection or topic page does not exist, search by keyword under the 'Search Resources' section below. Reach out to the Idaho Training Clearinghouse if you can't find what you're looking for.

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The following are one-click links to web pages that contain a collection of common resources. If a collection or topic page does not exist, search by keyword under the 'Search Resources' section below. Reach out to the Idaho Training Clearinghouse if you can't find what you're looking for.

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Symbaloo - for all my bookmarks

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Symbaloo: Bookmarks & Favorites - The #1 Homepage for Educators

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Easily save, share, and organize your favorites with Symbaloo; the best online bookmark manager for educators. Use Symbaloo as a homepage on any browser or Internet-enabled device. Create a free account today!

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Sherlock Center - Adaptive Literature

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The Sherlock Center is committed to helping students with complex disabilities to participate in the general curriculum. As resources permit, the Sherlock Center creates adapted versions of popular literature for use by students, teachers and families.

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Math is Fun

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Math explained in easy language, plus puzzles, games, worksheets and an illustrated dictionary. For K-12 kids, teachers and parents.

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Visuals for classroom and curriculum - Canva (and they have an amazing educator edition!)

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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Assistive technology is "any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities."

This means anything that can help any person with disabilities do a job or function in their life with little to no assistance from another human being. A pencil grip, a staircase railing, or a digital screen reader are all assistive technologies.

Assistive technology is an amazing thing when you think about it being most anything. For the purposes of this Padlet, I am going to share about three different areas of assistive technology related to areas of education and types of technology that can be seen there.

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What is AT? - Assistive Technology Industry Association

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Learn more about assistive technology: products, equipment, and systems that enhance learning, working, and daily living for persons with disabilities.

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Open Source Alternatives

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Open Source Alternatives to Proprietary Software

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Discover 350+ popular open source alternatives to proprietary SaaS.

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CALL Scotland

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We've been around since 1983 helping children and young people in Scotland to overcome disability and barriers to learning, and to fulfil their potential. Providing pupil assessment and support, expert advice, training and assistive technology Loans.

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Augmentative and Alternative Communication (AAC)

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Augmentative and Alternative Communication (AAC)

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There are MANY types of AAC that can be used by students both inside the classroom and outside. They are generally categorized into no-tech, low-tech, and high-tech options and vary from gestures and facial expressions to tablets, computes, and apps.

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[ en Español]

Children and adults with severe speech or language problems may need to find other ways to communicate besides talking. There are many types of Augmentative and Alternative Communication (AAC) they can use. Speech-language pathologists, or SLPs, can help.

On this page:

About AAC

AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can't talk.

There are a lot of different types of AAC. No-tech and low-tech options include things like

gestures and facial expressions,

writing,

drawing,

spelling words by pointing to letters, and

pointing to photos, pictures, or written words.

High-tech options include things like

using an app on an iPad or tablet to communicate and

using a computer with a "voice," sometimes called a speech-generating device.

A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.

Working With A Speech-Language Pathologist

An SLP can help find the right AAC system for you or your loved one. They also help you and the people you talk with learn how to use AAC to communicate. Not every tool works for every person, so it is important to find the right one for you. SLPs work with other professionals like occupational therapists and physical therapists if you have different physical skills that affect how you access your AAC system. Some AAC tools are covered by insurance, but some are not. Your SLP can help you understand your options.

Common Concerns

You may have questions or concerns about using AAC. Professionals have been studying AAC for years, so we've learned a lot about how AAC helps people communicate. Here are some of the areas that research has helped us understand.
Age, Skills, and Timing
Some people wonder if children need to be a certain age before they can use AAC. Research shows that AAC helps people of all ages (even those younger than 3 years old)! You can use AAC early. There are no thinking skills, test scores, or other milestones that you need to reach before AAC can help.
Talking and Motivation
A lot of people wonder if using AAC will stop someone from talking or will slow down language development. This is not true-research shows that AAC can actually help with these concerns! People who use AAC can also learn how to read and write.
Movement
You might wonder how someone can use AAC if they have trouble moving their arms and hands. There are many ways to use an AAC system besides touching it. Your SLP may work with occupational therapists (OTs) and physical therapists (PTs) to find the best way for each person to use their AAC system.

You probably have other questions. The best person to talk to about AAC is an SLP. A good place to find an SLP who specializes in AAC is ASHA's Profind.

Other Resources

This list does not include every website on this topic. ASHA does not endorse the information on these sites.

To find an SLP near you, visit ProFind.

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Augmentative and Alternative Communication (AAC)

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Children and adults with severe speech or language problems may need to find other ways to communicate. There are many types of AAC that they can use. Speech-language pathologists, or SLPs, can help.

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Sign language

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ASL - American Sign Language: free, self-study sign language lessons including an ASL dictionary, signing videos, a printable sign language alphabet chart (fingerspelling), Deaf Culture study materials, and resources to help you learn sign language. Good for homeschool sign language classes, parents (baby signing), interpreters, and people who just want to learn fun ASL phrases like hello, thank you, I love you, etc.

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Alphabet boards are a great low-tech way for students to communicate. they are easy to use, can be made with little to no effort and little to no money.

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Browse alphabet resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Core word communication boards are a step up from the alphabet. They allow a communicator the ability the point to specific pictures of things they use every day instead of spelling each word out.

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As computer technology expands, so does high-tech AAC capabilities. One such, is Cboard, an app for computers, tables, and phones, it is core word boards made electronic.

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Open-source and free AAC communication board.

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One of the most popular high-tech options for AAC is Proloquo2Go. It is an app used on iPhones and iPads that has pictures and is similar to other word board applications. This app is user-friendly and nice to look at. They also offer school discounts and dedicated supports.

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Our AAC app family has two new members supporting children and parents on their AAC journey.

Built from the ground up with an easy-to-use layout, step-by-step guidance and support, you can easily make communication with AAC a part of your everyday life.

Try AssistiveWare Proloquo and Proloquo Coach free of charge for one month.

You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

It's also one of the few AAC apps designed to support all users, from beginning to advanced. Completely customizable and designed for a range of fine-motor and visual skills, the app's versatility makes it useful for non-speaking people with autism, Down syndrome, cerebral palsy, and a range of other diagnoses or speech impediments like apraxia and dysarthria.

Grow and develop

Communicate with ease

Core words stay in the same place throughout the vocabulary to aid motor planning.

Customizable folder organization. You can also create your own folders easily, based on thematic templates.

Designed for a range of fine-motor and visual skills with options like 23 pre-programmed grid sizes and accessibility settings which support scanning and Apple's VoiceOver.

Use it your way

"
The app continues to grow with us, and each update brings only greater utility and reward. Rupert is seventeen now, and I can't see us ever using any other communication format.

Proloquo2Go lets you be you. Choose from 100 voices, ranging from friendly adult voices to genuine children's voices and bilingual voices. The voices are created using real recorded speech, making them feel surprisingly natural. For some languages, you even have multiple options.

Exploring insurance options for Proloquo2Go? We've got you covered.

Our partner, AbleNet, specializes in guiding people through the insurance process for AAC apps and devices. AbleNet works with ALL speech-language pathologists, regardless of their experience with speech devices.

Visit AbleNet's site or contact our support team and get Proloquo2Go the hassle-free way.

Proloquo2Go

AAC Essentials Bundle

Proloquo2Go

Help & Support

Join the community

Ask our Support team

Make every environment set up for quick access to AAC. These printable communication boards are handy to use across different environments. This is very helpful when the device is not available. Using core word boards means you can make AAC always available.
Quick communication boards (new!)
More words to communicate with. Read how to use the Quick communication boards.
Core word boards

Gateway to Language & Learning is an efficient core word vocabulary offering user vocabularies for children, teens, and adults.

Proloquo2Go has the CrescendoTM core word vocabulary built-in. The Gateway to Language and Learning© vocabulary is available as an in-app purchase.

Learn more about Crescendo and Gateway

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Proloquo2Go - AAC app with symbols - AssistiveWare

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You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

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A third option for high-tech AAC are stand-alone devices that often look like tablets but are dedicated to being a communication device. They can also include an eye tracking bar for easier access.

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Shop our state of the art assistive technology devices for AAC (augmentative and alternative communication).

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Facial expression

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Body gestures

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Pen and paper

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Communication Community

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As part of our "conversations" on various research topics, the ATIA Research Committee has identified select research articles that members may find useful. Click on an article to read or download for your research.

The compilation of tools here covers various genres of research. (Mention of tools in no way implies endorsement by the ATIA.)

Reference Management Software

Search online bibliographic databases; organize references; format, share and publish bibliographic data and references.

Examples: EndNote

Comparison of research management software: http://en.wikipedia.org/wiki/Comparison_of_reference_management_software

Diigo is a powerful on-the-fly reference management tool as well as a knowledge-sharing community: www.diigo.com

Statistical Analysis Software

Use advanced mathematical and statistical facilities to frame predictive knowledge that can be applied to current practice to effect change; incorporates data mining, statistical analysis, descriptive and predictive analysis, charts and diagrams, etc.

Examples: Analyse-It

Comparisons of statistical analysis software:
http://digitalresearchtools.pbworks.com/Analyze-statistics
http://en.wikipedia.org/wiki/Comparison_of_statistical_packages

Electronic Data Capture

Records data live during a trial on Internet-connected devices, through uploads of video or through manual entry from data sheets, then stores data in advanced databases, so that investigators, sponsors, research organizations and regulatory agencies can access and review study data sooner for earlier insight into the conduct of studies, enabling timely decisions during the clinical development cycle.

Examples: InForm: http://www.phaseforward.com/products/clinical/edc/default.aspx

Behavior Imaging Software

A video-based "capture and access" system for recording, annotating and communicating behavior data collected in classroom, home and clinic settings. Ideal for the care and treatment of persons with behavioral and mental disorders.

Example: BI capture tool

Qualitative Research Analysis Software

Tools used to develop projects and query data from interviews and other qualitative methods by importing, sorting and analyzing audio files, videos, digital photos and documents. Can set up analysis frameworks as a structure for managing information or jump straight to the data and work up findings, build reports and prepare presentations.

Examples: NVivo 8: http://www.qsrinternational.com/products_nvivo.aspx

PC Survey Software Tools

Desktop or server-based software that generates an HTML web form that can be posted to a website. When a respondent submits a completed survey, typically the data is delivered to a designated email box. The tools process these emails and load the results in a database. Key advantages: (1) a one-time purchase cost-though you may need to buy upgrades and support; (2) faster processing, as you work on your computer or within a company network; (3) ability to post the survey to a company's web server.

Examples: Survey Monkey: http://www.surveymonkey.com/

Comparison of survey software tools: https://cc.readytalk.com/cc/download/schedule/a74kijv001ke

Crowdsourcing Tools

An extrapolation of the concept known as "the wisdom of crowds," the foundation for the development of Wikipedia and other Web 2.0 applications, which seeks to tap the knowledge and talents of a group in order to create content and solve problems. Engages the principles of open source development to advance other types of projects and efforts.

Example: Amazon Mechanical Turk (CrowdSourcing/Human Intelligence Task Manager): https://www.mturk.com/mturk/welcome

Amazon Mechanical Turk (a description): http://en.wikipedia.org/wiki/Amazon_Mechanical_Turk

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Research Articles & Tools - Assistive Technology Industry Association

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As part of our "conversations" on various research topics, the ATIA Research Committee has identified select research articles that members may find useful. Click on an article to read or download for your research. The compilation of tools here covers various genres of research. (Mention of tools in no way implies endorsement by the ATIA.)

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By Jana Nicol When implementing the Universal Design for Learning (UDL) framework, educators must consider the potential barriers students may face when learning, and then develop possible…

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Banter - An Assistive Technology Podcast

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Education Podcast · 400 Episodes · Updated Weekly

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UDL Video

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When You Design for Everyone, EVERYONE Benefits from the Design

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Assistive technology for writing looks similar to AAC in that there are numerous ways enhance writing capabilities for people with disabilities and they range from low-tech to high-tech depending on the need.

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As a society that's reliant on written and online communication, it's essential for everyone, regardless of ability, to have the tools and support ( 1) they need to express themselves.

Assistive technology for writing includes a variety of tools, software, and applications that are designed to assist and empower people who face writing challenges, giving them more confidence in daily life.

In this blog, we will look at how assistive technology for writing disabilities works and is revolutionizing the writing and learning experience in and outside the classroom.

Also read: Exploring Reading Assistive Technology

What is Assistive Technology for Writing?

Assistive technology for writing disabilities is capable of enhancing writing skills, accessibility, and independence.

Word processing and prediction, text-to-speech, and writing support tools can be applied to devices, apps, and extensions and used by people living with visual limitations as well as learning difficulties and mental impairments such as ADHD, dyslexia, and dysgraphia.

By removing barriers in the classroom, workplace, and online through the implementation of writing assistive technology, everyone has more freedom to learn, interact, and express themselves.

What is Dysgraphia?

Dysgraphia is a neurological learning disorder that affects both adults and children and impacts writing and fine motor skills.

The disorder can present slightly differently in everyone but generally includes difficulty forming letters and organizing sentences, writing legibly, doing puzzles, and manipulating small objects by hand.

People living with ADHD, ADD, and autism are more likely to develop dysgraphia, but this isn't always the case.

Types of Dysgraphia

There are several types of dysgraphia and it's not uncommon for someone to present with more than one type.
Dyslexic Dysgraphia
People living with dyslexic dysgraphia have minimal fine motor deficits, but their unplanned writing will be poor and difficult to interpret. However, if they have to copy written work, the writing will be far more legible because it's planned. It's also possible for their spelling to be affected.
Spatial Dysgraphia
This type of dysgraphia is generally down to a visual-spatial deficit. Both spontaneous and copied writing will be illegible. Spelling and fine motor skills are generally unaffected, but people with spatial dysgraphia will have trouble writing neatly on a line and won't be able to space words well.
Motor Dysgraphia
Motor dysgraphia is most often diagnosed by occupational therapists and is linked to poor muscle tone and dexterity. Any type of writing is next to impossible to read and fine motor skills are affected too. People with this type of dysgraphia have trouble grasping small objects like a pen. Fortunately, it's not common for spelling to be affected.
Phonological Dysgraphia
With this type of dysgraphia, writing and spelling abilities are impacted, especially when it comes to unfamiliar or phonetically irregular words. People with phonological dysgraphia will also find it difficult to find the right flow of words when constructing sentences.
Lexical Dysgraphia
The final type of dysgraphia is lexical, which means someone relies on sound-to-letter patterns to avoid misspelling irregular words. This is more common among people who speak French or English because these languages are less phonetic.

How Writing Assistive Technology Can Help

Assistive technology for reading and writing disabilities has become a game changer for people who struggle with basic communication. It helps them:

Overcome physical limitations. People living with dexterity impairments or motor control issues can overcome the barriers associated with traditional writing methods through writing assistive technology that offers alternative input options.

Faster and more efficient writing speed. Word prediction and text-to-speech tools can greatly enhance writing speed and efficiency, reducing the need for manual input. These types of tools can also make it easier for someone to identify errors and improve the quality of their writing.

Enhance accuracy. By identifying and suggesting grammar, spelling, and style corrections, writing assistive technology can improve writing accuracy - it's almost like having an extra set of eyes.

Increased independence. Another way that this type of technology benefits people with writing difficulties is by empowering them to express their thoughts. Without having to rely so heavily on external assistance and intervention, writers automatically feel an increased sense of independence and confidence.

More access to writing support. Because assistive technology for writing disabilities is readily available, adults and children have access to support from anywhere and in almost any setting.

Promotes organization and structure. Writing support tools and graphic organizers make it easier to plan writing tasks and structure and organize thoughts. In essence, users are able to visualize their ideas and make the connections they need to form well-written sentences.

Facilitates learning. Children living with impairments such as dysgraphia and dyslexia are severely affected in the classroom, but thanks to assistive writing technology, they can engage more in the classroom and expand their educational horizons.

Support for second language users. People who need to write and communicate in a language that's different from what they speak at home can use these tools to enhance their spelling and grammar.

Types of Assistive Technology for Writing

Next, let's unpack the different types of technology and tools that are available to people living with writing disabilities.

Word prediction software

Software of this nature works with user-specific data and algorithms to suggest and predict words as a user types, reducing typing effort and increasing writing speed.

Speech-to-text (STT) software

Also known as voice recognition software, STT allows users to verbally convey their thoughts and ideas, which will then be turned into text. This software is particularly beneficial for people with fine motor skill limitations and physical disabilities.

Text-to-speech (TTS) software

Unlike STT, TTS will read text out loud to a user, giving them the opportunity to listen to what they've typed. This helps them identify poorly constructed sentences and awkward phrasing.

Word processing software

Most of today's word processing software has built-in accessibility features such as adjustable spacing, visual aids, customizable fonts , and grammar and spelling checkers. Software such as this also makes it easier for differently-abled users to write more confidently in a way that works for them.

Graphic organizers

To help people organize their thoughts and ideas and plan their writing, these organizers can be used to create charts as well as mind and concept maps. This allows someone to develop more coherent written content.

Adaptive keyboards

This is another popular form of writing assistive technology - it is used to modify the layout and accessibility of standard keyboards. By personalizing the typing experience according to their limitations, people are able to improve the speed and accuracy of their writing.

Concept-to-text tools

Individuals who have a hard time converting their ideas into written form will benefit from concept-to-text technology. It employs graphics and symbols to guide a user on what they should write based on their thoughts and concepts.

Where to Get Assistive Technology for Writing Disabilities

Writing assistive technology is readily available from various sources, including:

Software developers and vendors. There is a wide range of assistive writing technology available for download from developers and vendors such as Co:Writer, Dragon NaturallySpeaking, WordQ, Read&Write, Level Access, and more.

OS accessibility features. Most of today's operating systems include built-in accessibility features and assistive writing technology such as customizable keyboard settings, word prediction, and speech-to-text writing.

App stores. Google Play and the Apple App Store also offer a range of applications that can be used to aid and enhance your writing capabilities. Software repositories such as Microsoft Store also offer technology of this nature.

Online marketplaces. Marketplaces such as EnableMart and AssistiveWare are dedicated to assistive technologies, including those for writing.

Educational institutions. Countless schools, colleges, and universities across the globe provide assistive writing technology to students living with disabilities, removing any barriers to learning. This is usually available for download on their websites.

Nonprofit organizations. Lastly, there are also a number of nonprofit initiatives that are geared toward assisting people with writing and communication difficulties. The American Foundation for the Blind, The Arc, and the National Federation of the Blind are all examples of this.

Final Words

Assistive writing technology is making it possible for both children and adults to overcome their writing difficulties by providing them with the option to create an experience that caters to their specific needs.

This technology is now readily available across the globe, which means more and more users have access to it, a testament to the fact that accessibility has become a worldwide priority.

FAQS

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Breaking Barriers: The Role of Assistive Technology for Writing

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Explore the transformative power of assistive technology in the writing process. Discover how these tools break barriers and empower individuals.

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Word prediction software

This can be used to predict words that a user would normally use and help with things like dysgraphia.

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Lightkey: #1 Text Prediction Software for Windows

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Lightkey is an AI-powered predictive typing and spelling correction software, offering inline text prediction in any Windows desktop application. Learn more.

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Pencil grips

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Pencil grips, pencil grips, pencil grips, there are so many types of pencil grips! Do I try this grip or that one? Does this child really need a pencil grip? Will they use this pencil grip? Will it be used correctly if they use it in the classroom? Ugh! So much to decide and so many variables to consider when it comes to handwriting. It is overwhelming! Does this sound like you in your practice as an OT? I've been there, and I've said these things to myself, and sometimes even to others. This post is here to help you decide what pencil grips to try and why!

Types of Pencil Grips

In this blog post, we'll dive into pencil grips occupational therapy practitioners may offer as a tool to support handwriting needs.

We'll address types of pencil grips (with links for purchase) and why each pencil grip is used.

Finally, we'll cover a variety of related resources and activities to support the development of pencil grip use.

To further explore pencil grasp development, take a look at our blog post, Pencil Grasp Development and get this great Pencil Grasp Quick Visual Guide, which helps Occupational Therapists identify and explain grasp patterns, using pictures to educate, and explain how pencil grasps progress developmentally.

The visuals will help parents and teachers understand grasp development and the goals for an appropriate grasping pattern. My prediction is that these tools will help get buy-in from the educational team and the family. It helps them understand exactly where the child is developmentally and where you, as the OT, wants the learner to head, and why!

pencil grips and Occupational Therapy

First, let me begin by saying that pencil grips are NOT a miracle cure for pencil grasp. They can help in certain circumstances based on the child's individual needs.

Different types of pencil grips do not help to overcome the root of the inefficient grasp, as these issues must be addressed simultaneously, while implementing the gripper.

In occupational therapy sessions, the OT practitioner is striving to achieve the most effective and functional pencil grasp for each individual. A therapist may have 40, 50, or even 70 students on their school-based OT caseload...and each student will be completely different when it comes to grasp patterns, pencil pressure, positioning of the fingers, preferences, letter formation strokes, executive functioning skills, self-regulation, visual motor skills, sensory preferences, and handwriting considerations. All of these areas play into handwriting.

To meet the needs of the individual student, a pencil grip may be supplied as a tool to support those individual needs.

Before we get into the various types of pencil grips you may see an occupational therapy practitioner recommend, it's important to cover functional pencil grip.

Pencil grips are designed to support the most functional and efficient pencil grasp a child can achieve.

This is based on many factors including; their current skill level, motivation, and understanding that the pencil grasp should be efficient and effective, but NOT perfect.

Functional grasps have a few basic components, which include; an open web space, skill fingers holding the pencil (thumb, first, and middle fingers), and stability (achieved with the ring and little fingers being curled securely into the palm). This results in an efficient and functional tripod grasp for the most success with handwriting, drawing, and coloring.

Inefficient grasps are used as a child attempts to compensate for lack of stability, skill finger strength, and endurance. With this inefficient grasp comes fatigue, pain, stress on the joints, decreased writing speed and overall legibility.

A pencil grip may be a tool provided to support a functional pencil grasp, depending on the needs of the individual student.
Think of pencil grips as a supplemental tool to aid a child as they continue to work on building the hand and finger skills needed to achieve an independent and efficient grasp.
The type of pencil grip can also serve to support the child as they focus on the writing process, therefore not exhausting their thought and energy, trying to remember to grasp the pencil properly for the best function.

The OT Toolbox has a great Pencil Grasp Bundle available for purchase to support various needs related to pencil grasp.

types of pencil grips

Now, without further ado, let's proceed to types of pencil grips that most OTs recommend, what their purpose is, and why they are recommended!

Amazon affiliate links are included below for purchase of various types of pencil grips.

Sometimes the easiest way to ensure a better grip on a pencil is by getting a smaller pencil into those hands. Golf pencils are some of the best tools for smaller hands, as they are the right size. The use of larger pencils and crayons leads to compensatory grasping patterns, as they are too long and too heavy for little hands to grasp and hold for long periods of time. A typical sized pencil in the hands of a child, is the equivalent of an adult trying to use a 12 inch pencil!

The physical size of hands and biomechanics of the muscles and joints in a child's hand can't possibly hold a large writing instrument unless they grasp it with compensatory efforts. This generally results in inefficient and ineffective grasps. Younger learners have far more maladaptive pencil grasp patterns than older adults, due to the young age at which learners are instructed to write. 40 years ago, writing did not begin until first grade. That gave the hands time to develop. Now writing starts in the two year old class, or in preschool many times. It's because of the early push to trace, copy, and write letters in preschool that we see poor pencil grips established.

This grip, simply called "the pencil grip", is an oldie, but a goodie for some children. It is designed to provide cushiony comfort, with proper finger placement indicators for left AND right-handed writers. The Pencil Grip helps learners gain improved pencil control, while reducing fatigue. This type of pencil grip supports an open web space and tripod grasp. The pencil grip comes in mini, standard, and jumbo sizes, making it available for a variety of children and adults. Recently, I have been unable to find the mini-sizes.

Honestly, this grip is essentially "The Pencil Grip", with a wing on the front to help prevent the fingers and thumb from wrapping over the pencil shaft. This helps keep the web space open. The crossover grip will aid some children who do not have a strong thumb overwrap pattern yet. If their thumb overwrap is significant, this grip may not be the one for them, as it allows a wrap grasp with little resistance. It is cushiony and does not prevent the learner from wrapping their thumb over the material.

This type of grip is great for the children that have a thumb wrap grasp which closes up their web space. The Grotto Grip is not as cushiony as "The Pencil Grip", but it is easier to use, as it has molded finger slots for the thumb and index fingers, and an indentation on the bottom for the grip to rest on the middle finger. It also has a wing on the front, and the material is stiffer in design, which can help aid in the prevention of any finger or thumb wrapping.

Left and right-handed writers can easily use the Grotto Grip, as the finger placement is exactly the same, making it less confusing for children to know where their fingers should be placed while using it.

This grip has three finger cups to support finger placement, and can be used by both left and right-handed writers with a simple change of finger placement within the cups. The finger placement indicators are on the bottom of each cup. The design leaves little room for error, and supports a variety of children, as it comes in three different sizes.

The Writing C.L.A.W. fits a wide variety of writing, drawing and coloring tools such as standard pencils, primary pencils, crayons, markers, and paint brushes!

This grip is similar to the Writing C.L.A.W. as it has two cups for the thumb and index fingers, but it has a ring for the placement of the middle finger. The Firesara Grip can easily be used by left and right-handed writers. Learners place their thumb and index fingers into the cups, and the middle finger goes into the ring finger of either hand.

Using this grip, helps the three fingers to be fixed tightly to the pencil shaft. The Firesara type of grip is made of soft, durable silicone.

The Twist n' Write, also called the Rocket Pencil, is not a pencil grip, but a pencil that has a wishbone-shaped design. This helps fingers to be placed into a tripod grasp with little guidance. It has rubbery sides that double as erasers! The pencil twists at the bottom to push forward more lead. It needs a special tool to add more lead, which makes it a little less efficient for use. It is often easier to buy multiple pencils rather than trying to replace the lead. The pencil design is for not for tiny hands, but is effective for finger placement without the use of a pencil grip, making it more motivating to use.

The Twist n' Write pencil can easily be used by left and right-handed writers. Some learners or teachers might not like the rocket pencil, because it looks so different from traditional pencils.

This is not really a type of grip, but rather a position support for the pencil. There are some children who hold the pencil vertically instead of at an angle, or have a thumb overwrap grasp with a closed web space. The Handiwriter positions the pencil at the correct angle within the hand. This pencil positioner helps to reposition the pencil within the web space, by pulling the pencil back into the web space, while promoting improved finger placement on the pencil shaft.

The "charm" on the commercially purchased Handiwriter is grasped by the ring and pinky fingers, and curled into the palm, providing increased hand stability. These can purchased as pictured, but can also be made with or without the charm support, by using two terry cloth hair bands using these directions, or by following the visual sequence for creating one using elastic bands.

You can put a grip on an existing tablet stylus, or buy get his great stylus that has a gripper on it! I tried this device with some of the kiddos I work with, and it worked well with the added index finger placement into the cup that is on the shaft of the stylus.

The Write Right Stylus will only work if the index finger is properly placed into the cup, and ensures proper positioning when using a tablet or screen for writing tasks. This placement helps to promote a tripod grasp. The symmetrical design allows it be used by left and right-handed writers.

Stetro- This pencil grip is efficient when The Pencil Grip is too large and the individual benefits from a smaller "target" to pinch the pencil.

Traditional Triangle- the Traditional triangle grip is a common pencil grip that is offered to the whole classroom from teachers, parent teacher groups, or in back-to-school kits. The triangular sides offer a flat placement for the fingers, but this grip may not work for all individuals. One therapy tip is to cut the triangle grip in half or in thirds and use the triangular ridges as bumps on the pencil to stop the fingers from moving too close to the pencil point. This way the ridges bring awareness for placement.

Weighted pencil grips- Pencils with weighted added on are typically an adaptation to support specific needs related to tone, proprioceptive sensory input, tremors. Read about pencil pressure and the benefit of adding a weighted pencil grip for more information.

Adaptice Pencil Grips

The alternative pencil grasp pattern that is successful for many kiddos who simply cannot achieve an efficient grasp is use of an adaptive tripod grasp, or any grasp which enables a functional grip on the pencil.

For those struggling to manipulate, use, position, and write with a pencil grip during written output, sometimes an alternative grip is the answer.

There are several alternative grasps for pencil manipulation.

The Adaptive Tripod Grip is appropriate to use when low muscle tone or hyper mobility of the finger joints limits pinching and manipulating the pencil.

It is easy to achieve, and I often use it if I am writing a lot. My husband uses it all of the time, and has since grade school.

In the adaptive tripod grasp, the child places the pencil between the index and middle fingers rather than within the traditional web space. They grasp the pencil shaft with the thumb, index, and middle fingers. The placement of the pencil between the index and middle fingers provides ample support and stability allowing for good pencil control, and less hand and finger fatigue.

This grasp pattern is similar to the "Rocket Pencil" described above. This can be used with different types of pencil grips if needed.

When pencil grips are uncomfortable

One final note on the use of pencil grips, they WILL be uncomfortable to use at first. Learners are having to utilize the correct finger and hand muscles.

They are not used to using them in this way, therefore they will be uncomfortable and met with resistance. With this discomfort comes less motivation and desire to use.

Rest assured, the use of the right pencil grip, when coupled with the activities you are using to get to the root of the problem, will help.

Be patient, encouraging, and rewarding to your learners, as they work on these skills. A good grasping pattern will be essential later in school, as handwriting tasks become longer and more complex. You are supporting their present AND future success!

Pencil Grip Kit

Here is an OT tip just for you! Create a pencil grip kit as pictured below. This will serve you coordinate an approach to determining the best pencil grip for any learner. You will have children that the typical grip will not work for, and you'll need that one rarely used grip just for them! Have it on hand!

Below is a picture of my own pencil grip kit, which I have used with kiddos to help determine which one is the best grip for them. You can buy pencil grip kits on Amazon that come with several different types of grips.

Pencil Grip Activities

Be sure to check out our FREE Pencil Grasp Challenge . This is a 5-day email series that will provide you with loads of information about everything you need to know about the skills that make a functional pencil grasp. You will gain quick, daily activities that you can do with learners to help them right now.

Explore the other blog posts we have here at The OT Toolbox regarding pencil grasps by reviewing the convenient list of these just for you:

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Types of Pencil Grips (and Why to Use Them) - The OT Toolbox

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Pencil grips, pencil grips, pencil grips, there are so many types of pencil grips! Do I try this grip or that one? Does this child really need a pencil grip? Will they use this pencil grip? Will it be used correctly if they use it in the classroom? Ugh!

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Slant boards

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>he versatile Magnetic Slant Board works as a writing support or a display. It provides a gentle 20 degree slant that helps stabilize the wrist for writing.

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AT Quick Tips by Dr. Carson

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PACER Center - Champions for children with disabilities

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Assistive technology, whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. The TIKES Project helps to open these doors for parents and providers by educating them on and promoting the use of assistive technology with children and students with disabilities ages birth to 5. Assistive technology can support young children in building skills, increasing participation in activities, promoting development, enhancing learning, and boosting self-esteem.

Trainings on Demand

The TIKES Project provides hands-on trainings to parents and professionals on a variety of early intervention/early childhood and assistive technology topics. These trainings are being developed into training materials of value to both parents and professionals. Professionals can use the materials in peer-to-peer or teacher-to-parent trainings. Parents can use any of the materials to learn more about how assistive technology can help their child. Additional materials for each set, including handouts and short videos, are also being developed to support parents' and educators' understanding and use of assistive technology.

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TIKES - Why Assistive Technology Matters

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Assistive technology, whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. The TIKES Project helps to open these doors for parents and providers by educating them on and promoting the use of assistive technology with children and students with disabilities ages birth to 5.

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Office of Educational Technology

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The Departments recognize that families and early educators have many different options for using technology with early learners. The Departments believe that guidance needs to reflect the reality that families and early educators have access to apps, digital books, games, video chatting software, and a multitude of other interactive technologies that can be used with young children. Even as new technologies emerge, the Departments believe that these principles apply, though guidance may evolve as more research on this topic is published.

The Departments' four guiding principles for use of technology with early learners are as follows:

Guiding Principle #1: Technology-when used appropriately-can be a tool for learning.

Guiding Principle #2: Technology should be used to increase access to learning opportunities for all children.

Guiding Principle #3: Technology may be used to strengthen relationships among parents, families, early educators, and young children.

Guiding Principle #4: Technology is more effective for learning when adults and peers interact or co-view with young children.

Two documents in particular influenced the development of the Departments' guiding principles: Uses of Technology to Support Early Childhood Practice and the 2016 National Education Technology Plan (NETP).

HHS published Uses of Technology to Support Early Childhood Practice⁹ in March 2015 to examine how technology can be used to support and improve the quality of practice of early childhood practitioners, particularly in their own professional development. The report presented an overview of research related to the use of technology by conducting a literature review and consulting with experts on the topic in four key focus areas: 1) instruction and assessment; 2) parent, family, and community engagement; 3) professional development and informal learning; and 4) facilitators and barriers.

At ED, the Office of Educational Technology released the 2016 NETP, the federal government's flagship educational technology policy document. Titled Future Ready Learning: Reimagining the Role of Technology in Education, the plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible for all learners. While acknowledging the continuing need to provide equitable access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology, including for early learners. ¹⁰

The Departments' four principles state the position of the Departments on this topic and are expanded below.

Guiding Principle #1:

Technology-when used appropriately-can be a tool for learning.

Developmentally appropriate use of technology can help young children grow and learn, especially when families and early educators play an active role. Early learners can use technology to explore new worlds, make believe, and actively engage in fun and challenging activities. They can learn about technology and technology tools and use them to play, solve problems, and role play.

How Do You Determine What is Developmentally Appropriate for a Child When it Comes to Technology?

In Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8, the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center state that "appropriate experiences with technology and media allow children to control the medium and the outcome of the experience, to explore the functionality of these tools, and pretend how they might be used in real life ¹¹."

Lisa Guernsey, author of Screen Time: How Electronic Media-From Baby Videos to Educational Software-Affects Your Young Child, also provides guidance for families and early educators. For example, instead of applying arbitrary, "one-size-fits-all" time limits, families and early educators should determine when and how to use various technologies based on the Three C's: the content, the context, and the needs of the individual child. ¹² They should ask themselves following questions:

Content-How does this help children learn, engage, express, imagine, or explore?

Context-What kinds of social interactions (such as conversations with parents or peers) are happening before, during, and after the use of the technology? Does it complement, and not interrupt, children's learning experiences and natural play patterns?

The individual child-What does this child need right now to enhance his or her growth and development? Is this technology an appropriate match with this child's needs, abilities, interests, and development stage?

Appropriate use in formal early learning settings

Early educators should keep in mind the developmental levels of children when using technology for early learning. That is, they first should consider what is best for healthy child development and then consider how technology can help early learners achieve learning outcomes. Technology should never be used for technology's sake. Instead, it should only be used for learning and meeting developmental objectives, which can include being used as a tool during play.

When technology is used in early learning settings, it should be integrated into the learning program and used in rotation with other learning tools such as art materials, writing materials, play materials, and books, and should give early learners an opportunity for self-expression without replacing other classroom learning materials. ¹³ There are additional considerations for educators when technology is used, such as whether a particular device will displace interactions with teachers or peers or whether a device has features that would distract from learning. Further, early educators should consider the overall use of technology throughout a child's day and week, and adhere to recommended guidelines from the Let's Move initiative, in partnership with families. Additionally, if a child is eligible for services under IDEA and/or Section 504 and Title II, the student may require specific technology to ensure that the student can access the instructional material.

What Are Some Differences Between Using an e-Book and a Physical Book with Early Learners?

E-books have the potential to provide learning experiences for children and they also have capabilities that are impossible to deliver in print format. For example:

A device can hold a complete library of stories and information for children to explore.

Words and sentences can be highlighted during oral narration.

Children can elect to have a pre-recorded narrator read the entire text out loud to them.

Children can experience embedded interactive features within the text.

On the other hand, research has shown that some interactive features may actually impede a young child's comprehension. 14, 15 An example is a feature that allows children to jump around to different points in the story, which can make it difficult for developing readers to follow a sequence of events.

The optimal way for children to experience a physical book or an e-book is with an adult who is actively involved, 16, 17 asking questions that allow children to expand on what they've read to make connections and providing opportunities to check for comprehension. However, the design of some e-books may dampen parents' desires to play that interactive role. Two research studies have shown that when parents read e-books that have features that asked questions, parents were less likely to play that role with their children while reading together, 18, 19. On the positive side, another research study showed that children who read an e-book with a parent remembered content better than children who read an e-book alone, regardless of what the parent was saying during the reading. ²⁰

When making decisions about incorporating e-books, parents should consider what features are available and when and how they will be used. Bedtime use of e-books may also require additional considerations. For example, currently there is limited research on the impact on sleep when using e-books for bedtime reading, but some research suggests that the backlighting of electronic devices can curtail the amount of time children spend sleeping if a device is used right before bedtime. ²¹

Just as with other educational tools, school-aged children should be taught how to correctly handle and care for devices. These skills and the use of technology should generally not be taught as a separate rotation or class, but rather integrated into the learning objective of the lesson. ²² In some cases, however, individualized instruction may be desirable to meet the specific needs of a child. As children grow older, they should continue to build on this basic skill set with lessons in digital citizenship.

What is Digital Citizenship?

In the Ed Tech Developer's Guide, released by the Office of Educational Technology in April 2015, digital citizenship is defined as "a set of norms and practices regarding appropriate and responsible technology use... and requires a whole-community approach to thinking critically, behaving safely, and participating responsibly online." ²³

As early learners reach an appropriate age to use technology more independently, they must be taught about cyber safety, including the need to protect and not share personal information on the internet, the goals and influence of advertisements, and the need for caution when clicking on links. These skills are particularly important for older children who may be using a parent's device unsupervised. Early childhood educators and administrators should ensure that the proper filters and firewalls are in place so children cannot access materials that are not approved for a school setting.

Distinctions between active and passive use

To understand how to use technology appropriately with young children, families and early educators should understand the differences between passive and active use of technology. Passive use of technology generally occurs when children are consuming content, such as watching a program on television, a computer, or a handheld device without accompanying reflection, imagination, or participation. Active use occurs when children use technologies such as computers, devices, and apps to engage in meaningful learning or storytelling experiences. Examples include sharing their experiences by documenting them with photos and stories, recording their own music, using video chatting software to communicate with loved ones, or using an app to guide playing a physical game. These types of uses are capable of deeply engaging the child, especially when an adult supports them.

Deep engagement is less likely to occur when a device is used passively. In many circumstances, minimal learning occurs when children use devices merely to consume videos on their own. However, screen time should not be the only factor when considering the value of a child's interaction with technology since high-quality, research-based video content can lead to deep cognitive processing in the minds of young children. ²⁴ As most content does not meet this standard, adults need to recognize that what matters most is whether the child's mind is active and deeply engaged with the content. One way an adult can tell if a child is actively engaging with content is for an adult to watch with them (known as co-viewing) and to guide them to a deeper engagement. Co-viewing and the importance of adult interaction is further discussed in guiding principle #4.

Similarly, adults need to be cautious about assuming that a child using a device in a physically engaging way reflects active learning. While actions such as swiping or pressing on devices may seem to be interactive, if the child does not intentionally learn from the experience, it is not considered to be active use. To be considered active use, the content should enable deep, cognitive processing, and allow intentional, purposeful learning at the child's developmental level.

Research on Television Use

Research on television has shown that the impact of children passively consuming content is associated with adverse effects on their health in terms of weight 25, 26, 27 sleep habits 28, 29 and language development 30, 31, 32. One study also showed that fast-paced, cartoon television shows can have an immediate negative impact on executive function skills for four-year-olds. ³³ Executive function refers to a set of cognitive and regulation skills involved in goal-directed problem solving, including working memory, inhibitory control, and flexible shifting of attention. These studies have led to previous recommendations from the AAP limiting the amount of time children have spent with screens.

The Departments further encourage families and early educators to think of ways they can reduce the sedentary nature of most technology use. Technology can encourage and complement physical activity, such as a parent and child using a yoga app together, exploring different varieties of flowers in a neighborhood park while referencing an app to learn about them, or playing console games that encourage adults and children to exercise or dance together.

Additional guidance for families and early educators

Adults should strive to provide balance and moderation when using technology with children. They should set limits that are developmentally appropriate and meet the needs of their children and family. When introducing technology to children, adults should model behaviors such as using technology to promote positive interaction instead of allowing it to interfere with interactions, designating and enforcing face-to-face time that is free of interruptions, and using technology together before allowing children to use it independently.

What is Developmentally Appropriate Technology Use for Children Aged 0-2?

Research shows that unstructured playtime is particularly important for infants and toddlers because they learn more quickly through interactions with the real world than they do through media use and, at such a young age, they have limited periods of awake time. ³⁴ At this age, children require "hands-on exploration and social interaction with trusted caregivers to develop their cognitive, language, motor, and social-emotional skills." ³⁵

Research also shows that children aged 0-2 should not watch media or use technology alone. Children age 12-24 months can learn from videos if parents co-view material with them and use the video as a learning tool to build language skills. ³⁶ Some studies have shown that children in this age range can learn from videos, but do not retain information as long as comparison groups who learned the same material using books with their parents did. ³⁷ When video chatting, children under 16 months show no learning gains, ³⁸ though there may be a benefit in promoting bonding when physical distance limits frequent in-person interactions.

Based on this research, the Departments recommend the following:

For children under the age of 2, technology use in early learning settings is discouraged. With families, technology can be used in active ways that promote relationship development, such as using video chatting software to talk to relatives, friends, and families whom they are not able to see on a regular basis. Parents who are interested in using media with their children can start around 18 months with high-quality content, but should always co-view content and use technology with their children. As determined appropriate by the IFSP team under Part C of the IDEA, children with disabilities in this age range may also use technology, for example, an assistive technology device to help them communicate with others, access and participate in different learning opportunities, or help them get their needs met.

For children ages 2-5, families and early educators need to take into account that technology may be used at home and in early learning settings. New recommendations in the AAP's 2016 Media and Young Minds Brief suggest that one hour of technology use is appropriate per day, inclusive of time spent at home and in early learning settings and across devices. ³⁹ HHS supports more limited technology use in early care settings, and more information on their recommendations can be found in Caring for Our Children: National Health and Safety Performance Standards. ⁴⁰ However, time is only one metric that should be considered with technology use for children in this age range. Families and early educators should also consider the quality of the content, the context of use, and opportunities the technology provides to strengthen or develop relationships. At home, parents can use technology to supplement real-world interactions, for instance, by using an app at the zoo or recapping what they experienced while there.

For children ages 6-8 in school settings, technology should be used as a tool for children to explore and become active creators of content. If children have more than one teacher, those teachers should be aware of how much screen time is being used across subject areas and at home. Students should learn to use technology as an integrated part of a diverse curriculum. At home, parents should set limits they feel are appropriate for their children, understanding the differences between passive and active technology use as well as the benefits of using technology with an adult versus solo use. Parents should also be aware of how much technology is being used in the classroom, what is needed for homework, and how this fits into an overall picture of technology use for their child throughout the day. The AAP has created an interactive Family Media Plan Tool on HealthyChildren.org to help parents be thoughtful about media exposure for their children.

Guiding Principle #2:

Technology should be used to increase access to learning opportunities for all children.

When appropriately used by early learners with guidance and modeling by adults, technology can complement or extend learning in ways not easily achieved otherwise. For example, technology can introduce children more directly to cultures and places outside their community. Although children may have access to print resources from libraries, technology can increase the amount of reference information immediately available to them on a given topic and give them the ability to ask questions of people outside of their classroom. Additionally, within a child's own community, technology should be culturally responsive.

What Does It Mean to Be Culturally Responsive?

Culturally responsive materials are designed to create learning environments that are conducive to learning for all students, no matter their ethnic, cultural, or linguistic background. In a chapter titled "Technology Tools for Family Engagement: The Role of Diversity," in the book Family Engagement in the Digital Age: Early Childhood Educators as Media Mentors edited by Chip Donahue, Kevin Clark suggests that early educators ask themselves the following questions when selecting media:

Do children see different types of people, characteristics, and attributes?

Do children hear a variety of sounds, voices, and music?

Are a variety of situations being depicted (e.g. family structure, lifestyles, power/working relationships?)⁴¹

It is important that these questions are considered across content, including in apps and other media.

Children themselves may be encouraged to take part in creating this content. Technology can help children author their own materials and stories and share their real-life experiences with others, increasing the amount of diverse, culturally relevant, and community-based content in the classroom.

How Does Technology Support STEM and Early Learning?

Technology can be a powerful tool to support learning in science, technology, engineering and mathematics (STEM). There are many resources that use technology to make STEM come to life for young children, allowing access to experiences they wouldn't otherwise have. For example, children can use the panda cams at the Smithsonian National Zoological Park to observe animals that aren't found in their everyday lives, take virtual tours of science museums, and observe cause and effect through simulations and games, without risk of harm.

When combined with social interactions and guidance from parents and early educators, the combination of video and games (transmedia) can be powerful tools at home and in the classroom to promote STEM learning. For example, the Corporation for Public Broadcasting-PBS, a 2010 grantee of ED's Ready to Learn Television program demonstrated significant improvement in 4-year olds' math skills when using the PBS KIDS Transmedia Math Supplement to bolster mathematics instruction. ⁴² The 2015 Ready to Learn Television program grant application included a competitive priority to support scientific literacy, which has additional potential to support young children in STEM.

The "T" in STEM is often confused with technological devices such as tablets, laptops, and other physical devices or with the broad term "educational technology." Educational technology is content agnostic and describes using technology as a tool to promote learning across disciplines or content areas. The "T" in STEM, however, is intended to introduce children to the underlying concepts of building or creating technology, including computational thinking, which is the basic logic underlying computer science and is beginning to be incorporated into early childhood settings.

Digital use divide

The 2016 NETP presents research that points to a widening digital use divide, which occurs when some children have the opportunity to use technology actively while others are asked primarily to use it passively. The research showed that children at lower income levels are more likely to complete passive tasks in learning settings while their more affluent peers are more likely to use technology to complete active tasks. 43, 44

For low-income children who may not have access to devices or the internet at home, early childhood settings provide opportunities to learn how to use these tools more actively. For example, research shows that preschool-aged children from low-income families in an urban Head Start center who received daily access to computers and were supported by an adult mentor displayed more positive attitudes toward learning, improved self-esteem and self-confidence, and increased kindergarten readiness skills than children who had computer access, but did not have support from a mentor. ⁴⁵ Access to technology for children is necessary in the 21st century but not sufficient. To have beneficial effects, it must be accompanied by strong adult supports.

Children with disabilities

The 2016 NETP discusses equity in the context of connectivity, access, and active experiences, including the accessibility of technology by children with disabilities. These include apps, devices, materials, and environments that support and enable access to content and educational activities for all learners. ⁴⁶ The Departments support the creation of "born accessible" materials (a play on "born digital," which refers to materials created specifically for digital platforms) that use the principles of Universal Design for Learning and follow industry accessibility standards from the very beginning of the development process. ⁴⁷ Accessibility is not limited to those with sensory or physical disabilities; it also includes individuals with intellectual or other developmental disabilities.

Universal Design for Learning

In the Elementary and Secondary Education Act of 1965 (ESEA), reauthorized by the Every Student Succeeds Act (ESSA), Universal Design for Learning (UDL) is defined as "the meaning given the term in Section 103 of the Higher Education Act of 1965 (20 U.S.C. § 1003)." In that section of the Higher Education Act of 1965, UDL is defined as "a scientifically valid framework for guiding educational practice that-(a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient."

The Center for Applied Special Technology (CAST) developed the UDL framework for making a curriculum inclusive of "flexible approaches that can be customized and adjusted for individual needs." The CAST guidelines encourage instructional practices and educational content that embrace the widest possible diversity of learners. The UDL approach encourages the development of tools that consider this diverse range of users in the original design rather than add-on features. To see the guidelines, refer to the CAST website.

When used appropriately, technology has the potential to help learners of all ages and abilities fully engage in learning by providing greater access to curriculum and improving learning outcomes. ⁴⁸ For instance technology may provide children who struggle to communicate with an efficient means of communicating. One example is an app that enables children to point to a picture or a series of pictures and then says the words that correspond to the selected item.

For IDEA-eligible children receiving early intervention services or special education and related services, decisions about assistive technology use would be made by the child's IEP or IFSP) team under IDEA, as appropriate. For children with disabilities who are not eligible for services under the IDEA, children could receive appropriate technology in a preschool program operated by a recipient of Federal financial assistance or in a public preschool program, regardless of receipt of Federal funds. For students enrolled in public elementary schools who are not IDEA-eligible who are entitled to special education or related aids and services under Section 504, these determinations generally would be made by the group that makes the placement and services decisions for that student under Section 504.

Recommendations regarding active and passive use for entertainment and learning purposes apply to all children, including those with disabilities. For assistive technology that is necessary for the child to communicate with others or allows them to participate in developmentally appropriate activities, age or time limits should be determined together with the child's IEP or IFSP team.

Dual language learners

For dual language learners, digital resources can support language skills development in the home language and English. For example, students and families can use digital tools to create and share stories in their home language that are culturally relevant for classroom use. Educators can use digital tools to adapt materials with translations in both languages to improve comprehension and communication. In addition, oral language development focused on listening and speaking skills can be enhanced in two or more languages using speech-recording and playback features. When used appropriately and sensitively, technology can help meet the needs of dual language learners as individuals and enhance their learning opportunities. ⁴⁹

Guiding Principle #3:

Technology may be used to strengthen relationships among parents, families, early educators, and young children.

Connections between home and school

In early childhood settings, technology can be used to strengthen relationships between early educators and family members. For example, digital portfolios documenting student work through photos, audio, and video recordings enable teachers to share what children are learning in class with families more often and more informally than is possible in traditional school-based conferences. This allows parents to track their child's progress, provides more opportunities for them to validate their child's efforts and accomplishments, and opens up opportunities for the parents to engage their child about their learning to reinforce or supplement it. In addition to using e-mail, text messages, and social media to make communication between early educators and families easier, technology can also be used to provide information and coaching to parents to reinforce at home what is learned at school. In fact, according to the HHS report, Uses of Technology to Support Early Childhood Practice, 40% of parent, family, and community engagement (PFCE) products used video technology to model ideal parent behaviors or coach a parent's behavior. An additional 40% of PFCE products were used to present parents with educational materials. ⁵⁰ Technology has tremendous potential to strengthen communication and connection between families and early educators to the benefit of children.

Strengthening relationships

Technology can also be used to enhance relationships between children and adults and between children when distance or other barriers such as health prevent in-person interaction. While video chatting can be done at any age (as interactions tend to be brief and guided by an adult), "new evidence shows that infants and toddlers can attend to and engage in joint attention during video-chat interactions but do so more effectively after approximately 16 months of age and with parental support." ⁵¹ Video chatting is not limited to interactions between parents and children or grandparents and children, but is also applicable when children communicate with peers.

While technology has the power to bridge the physical divide between children and loved ones in the ways described, technology should not be used to replace meaningful face-to-face interactions. Precautions should be taken to ensure that technology use does not impede the development of healthy, authentic interactions with adults and peers.

Guiding Principle #4:

Technology is more effective for learning when adults and peers interact or co-view with young children.

Most research on children's media usage shows that children learn more from content when parents or early educators watch and interact with children, encouraging them to make real-world connections to what they are viewing both while they are viewing and afterward. ⁵²

The Ready to Learn Television Program

The Ready to Learn Program: 2010-2015 Policy Brief, published in March 2016, summarized ED's Ready to Learn Television program research on the effectiveness of three educational television production organizations. ⁵³ The brief reported on 15 effectiveness/summative research studies with children aged 3-8 using media in informal learning settings (such as after school or child care programs); 7 of the studies focused on learning at home. From the 7 studies that focused on learning at home, positive associations were found between at-home engagement and children's math learning with children whose parents received interventions such as content guides and suggestions for supplemental activities. The studies also found that parents' awareness of children's math learning increased their likeliness to engage in activities and strategies to help their children learn math. ⁵⁴

While technology such as tablets and smartphones are designed to be handheld and lend themselves to individualized instead of shared experiences, children may benefit greatly when parents are actively involved while children use such devices. One research study of maternal interaction with 15-month olds found that the infants are 22 times more likely to transfer learning from a touchscreen to a real object, but only if the interaction with the mother was highly scaffolded with high levels of maternal input and emotional responsiveness. ⁵⁵

There are many ways that adult involvement can make learning more effective for young children using technology. Adult guidance that can increase active use of more passive technology includes, but are not limited to, the following:

Prior to the child viewing content, an adult can talk to child about the content and suggest certain elements to watch for or pay particular attention to;

An adult can view the content with the child and interact with the child in the moment;

After a child views the content, an adult can engage the child in an activity that extends learning such as singing a song they learned while viewing the content or connecting the content to the world.

How Can We Protect Privacy and Security for Young Children?

The Children's Online Privacy Protection Act (COPPA) (15 U.S.C. § 6501-6505) governs online collection of personal information by online services such as apps and websites from children under aged 13. For example, before a developer can collect personally identifiable information from a child under 13 verifiable parental consent is required. Any information collected from a child, including photos of the child or a voice recording, must be protected by reasonable security measures. The Federal Trade Commission, which enforces COPPA, has said that school officials can act in the capacity of a parent to provide consent to sign students up for online educational programs at school.

If technology is being used in a school setting, the Family Educational Rights and Privacy Act (FERPA) might also protect the child's privacy online. More information on FERPA is available through the U.S. Department of Education's Privacy Technical Assistance Center: http://ptac.ed.gov/.

Regardless of whether either of these two statutes applies, families and educators should evaluate an app's privacy policies prior to using the app. Assistance on what to review for can be found in the PTAC Model Terms of Service.

Advertising and in-app purchases

Beyond ensuring privacy and security, before downloading an app, families, educators, and others who work with young children also need to evaluate whether the app offers in-app purchasing or advertising. Many apps, particularly those that are free, offer advertising or in-app purchases, both of which are generally inappropriate for young children. Many methods of online advertising have the ability to track a user's behavior across multiple sites and services, putting a child's privacy and security at risk. Additionally, parents should also evaluate whether the app includes advertising, particularly age-inappropriate advertising. While adults can sometimes protect from in-app purchases by using appropriate passwords or disabling in-app purchases at the device level, a best practice is to choose software for very young children that avoids in-app purchases and advertising altogether.

Parents and early learning educators should stay up-to-date and informed

Parents and early learning educators who follow the Departments' principles can help ensure that technology is being used intentionally and appropriately to expand a young child's learning and enable experiences and opportunities that previously were not available. However, not all technology is appropriate for young children and not every technology-based experience is good for young children's development. To ensure that technology has a positive impact, adults who use technology with children should continually update their knowledge and equip themselves to make sophisticated decisions on how to best leverage these technology tools to enhance learning and interpersonal relationships for young children. Some sources for information on how to do this include: Common Sense Media, Fred Rogers Center, Joan Ganz Cooney Center, National Association for the Education of Young Children, and Zero to Three.

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Guiding Principles for Use of Technology with Early Learners - Office of Educational Technology

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The Departments recognize that families and early educators have many different options for using technology with early learners. The Departments believe that guidance needs to reflect the reality that families and early educators have access to apps, digital books, games, video chatting software, and a multitude of other interactive technologies that can be used with [...]

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Keyboard and mouse alternatives and adaptations

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1. A note on ergonomics

Being physically comfortable when using your technology is extremely important and extends beyond having a keyboard or mouse that is comfortable to use. Poor posture, over-stretching or discomfort can result in aggravating existing conditions or in developing longer-term issues such as Repetitive Strain injuries (RSI's). Good posture and comfortable working are important for everyone and finding something that works for you is obviously more important in preventing problems than in reaction to them.

2. Wired, Wireless, Bluetooth?

When it comes to things like keyboards and mice (peripherals) wireless normally means Bluetooth and most computers, laptops and phones have Bluetooth built in. Some keyboards and mice may have their own receiver (called a 'dongle') that plugs in to a USB port on your computer in order to connect, others will need to be 'paired' (instructions for this will be included with the product). Although Bluetooth keyboards and mice will need batteries (or have rechargeable batteries built-in) they will often last for many months and will give you plenty of warning when they need charging or replacing.

3. Keyboard alternatives

The standard computer keyboard is designed to be used with two hands and has a number pad on the right-hand side, which obviously favours right-handed people.

Alternatives to the standard keyboard include:

ergonomic keyboards

smaller, compact keyboards

separate numeric keypads

keyboards with larger keys

high-contrast keyboards

early learning keyboards

more specialist keyboards - braille, chording and expanded devices

typing without a keyboard

Ergonomic keyboards

Ergonomic keyboards are designed to promote a better typing position for your hands and wrists and therefore reduce the chance of strains and discomfort that can ultimately lead to significant issues such as Repetitive Strain Injuries (RSI). Ergonomic keyboards 'split' the keyboard in two, placing each half on a curve so your arms are at a more comfortable, relaxed angle when typing.

Some ergonomic keyboards are on a fixed curve, on others, the two halves are hinged in the middle so the angle can be adjusted and on some the two halves are completely separate and only joined by a connecting wire.

More contoured are a further development of the split concept. These place the finger keys into two cupped depressions at shoulder width, with function keys set in-between for use with the thumbs.

These fully ergonomic keyboards require very little movement of the arms and wrists and are designed to reduce the risk of RSI. Similar keyboards (with a non-QWERTY layout) are also available for single-handed users - for either left- or right-handed use.

Smaller, compact keyboards

Compact keyboards, as their name suggests, are smaller keyboards. The actual key sizes are quite similar to a standard laptop keyboard and, like a laptop, space is saved by removing the number pad (this can be separate, or some have one that slides out when needed).

A compact keyboard frees-up desk space and allows you to bring your mouse (or other things you use) closer to your centreline, which helps to reduce the chance of strains by over-extending.

As they are smaller, compact keyboards can fit more easily between the arms of a wheelchair and are often more comfortable to use for single-handed users.

Numeric keypads

A separate number pad is normally used with a compact keyboard and can be moved out of the way when not needed. It can also be placed either side of the keyboard, which can be helpful for left-handed users.

Keyboards with larger keys

Keyboards with larger keys (like BigKeys and Jumbo Keyboards) make it easier to locate keys and provide a bigger 'target area'. Options are available with upper-case or lower-case layouts.

Keyboards with more visible keys

High visibility keyboards use high-contrast colours to make the keys easier to locate. There are many different colour combinations with either the keys or the letters as the 'stand-out' colour (e.g. yellow on black, black on yellow, black on white, white on black).

Modifying the keyboard appearance

Rather than buying a high-contrast keyboard, high contrast stickers are available. These are stuck on top of the keys on your existing keyboard.

Other specialist keyboards

Helpikeys is a customisable adaptive keyboard for people with learning and motor difficulties. It is also beneficial for people with visual or cognitive challenges. In addition to five available overlays, the keyboard can also be programmed to store five further personalised layouts.

The Maltron expanded keyboard is designed to assist people with cerebral palsy and to provide better access for physically disabled and visually impaired users. A metal keyguard helps to prevent accidental key presses and protects against any impact damage.

Maltron also produce a keyboard for people with no use of their hands. The head /mouth stick keyboard has a shape and layout to match natural head movement and minimise the amount of movement needed from the stick.

Chording keyboards (like the Cykey shown here) only have a few keys that you press in combination (like chords on a piano) to generate letters, numbers and other keys. They work well for one-handed users with independent movement in their fingers.

Braille displays serve a dual function and enable you to both enter text and control your computer, and also to read documents, emails and web pages etc, using a tactile Braille display.

Keyguards

Keyguards are rigid plates with holes designed to work with specific keyboards. The holes are positioned over each key and significantly reduce the chance of accidental keypresses. The guard also allows you to rest your hands and arms on the guard without pressing any of the keys. Guards can be removed and fitted for use only when required. It is usually easier to purchase a keyboard and guard together rather than trying to get a guard to fit a specific keyboard.

For more information, see Making your keyboard easier to use

A note on touch-typing

Whether you are using a physical keyboard or touchscreen we're keen to stress the value of learning touch-typing skills for which there are many training packages available.

For adults we recommend:

For children we recommend:

4. Typing without a keyboard

You do not have to use a physical keyboard to control or type on your computer, tablet or smartphone. Possible alternatives include using:

an on-screen keyboard

voice recognition (speech-to-text)

an eye tracking system

a switch

a head tracking system

On-screen keyboards are the way most people now type on tablets and smartphones but are also standard features on most operating systems. Letters can be selected using a touchscreen, a mouse, a switch, or a joystick.

For more information, see: Using on-screen keyboards

Voice recognition is a practical way of controlling your computer and a very efficient means of getting information down. Voice recognition (speech-to-text or dictation) is useful for people who can find typing difficult, painful or impossible, but it can also by-pass issues with things like spelling or grammar and so can be a great help to people with learning differences like dyslexia.

For more information on voice recognition see My Computer My Way; Talking to your device. We also have a factsheet; Voice Recognition - An Overview.

A switch input is a button which, when activated, sends a signal to the computer. The switch can also be replaced with a sensor that detects an eye blink, a puff down a tube or any reliable body movement. An on-screen keyboard, word or pictogram board is used to highlight rows, columns or groups, gradually narrowing-down a selection with each activation of the switch until the desired word or letter is the last option left.

Switches work well with cause and effect programmes that require simple choices but are in no means limited to this; skilled operators have few restrictions to what they can do.

Eye tracking and head tracking systems tend to operate an onscreen keyboard using the mouse so are included in the mouse section below.

5. Mouse alternatives

There are many different types of mice available and it is important to choose one that fits the hand well and feels comfortable and easy to use. Often it takes a little while to get used to using a new type of mouse and can feel a little clumsy at first.

Alternatives to the standard mouse

Ergonomic mice often come in left- and right-handed orientations and in different sizes, to ensure the mouse fits comfortably.

Vertical mice realigning the wrist to a more natural 'handshake' position, transferring movement onto the more powerful shoulder muscles.

Adjustable Ergonomic mice are hinged along one side and allow for the mouse to alternate between a flatter more traditional position and the vertical, this encourages a variable wrist position and can help move from a normal mouse to a vertical.

Bar mice are positioned directly in front of the keyboard and have a 'bar' that slides left and right and rolls for up and down movement. The position of the bar allows it to be operated with your thumbs and keeps your hands on or close to the keyboard.

Trackball, trackerball or rollerball mice remain stationary with the cursor controlled by rolling a ball with thumb, fingers or palm. This means there is little to no wrist movement.

Larger trackball mice are easy to use and may be particularly helpful for users who lack fine motor skills, including people with learning difficulties, tremors or arthritis. Also, like the BIG track mouse (with switches) shown here, they can be strong and are often suitable for being operated by elbows or feet.

Touchpads (or trackpads) are stationary pads operated by sliding (or swiping) your finger(s) across the surface; clicking can be done with buttons or by downwards pressure / tapping lightly on the surface.

Pen mice are held in the hand like a pen. They tend to be quite 'chunky'; a similar size to a marker pen. Left and right click buttons are vertical on the pen shaft.

Graphics tablets these require a specialist tablet to write on, but the pens they use are more pen-like than pen mice and generally more comfortable to hold.
Graphics tablets tend to be more geared towards design than ergonomics.
Many tablet manufacturers are beginning to produce a pen or 'stylus' as another means of interacting with the tablet and will allow you to make handwritten notes.

Joysticks work in a similar manner to the controls on an electric wheelchair, with the joystick position determining the direction (and speed) of the mouse pointer.
Additional buttons on the joystick can operate left, right and double clicks, as well as other common shortcuts such as cut and paste.

Touchscreens use sensors in the screen to track movement and selections and are a very direct method of interacting with your device. Tablets and smartphones use touchscreens as well as many laptops. Touchscreen monitors are also available for use with desktop computers.

Head movement tracking uses head movement to control the cursor. This can be done with a wearable device like the headset in the picture or using a camera. With head movement tracking, the cursor is 'driven' around the screen in the same way as using a joystick. Selections are made using a switch that can be controlled by a puff or bite (the blue bulb in the picture).

Eye tracking systems track eye movement, using it to plot the position of the cursor on the screen. Dwelling on a location triggers a 'click'. This can be used to control programmes as well as to type when used with the on-screen keyboard.

Tracking eye movement means that the cursor does not need to be driven around the screen and so is typically much faster than head movement tracking. Although initially designed for use by people with very limited movement, eye tracking hardware and software is now relatively inexpensive and can present an interesting alternative for people experiencing temporary or situational disabilities; for example, a parent could hold their baby and still be able to interact with their computer.

Foot mouse systems are typically designed to use both feet. One foot controls the cursor using a slip-on puck on a mat. The other foot controls switches, often with single and double click or other options controlled by separate buttons.

6. Gaming controllers

There are several accessible gaming controllers available such as Microsoft's Xbox adaptive controller. The controller inputs can be 'mapped' to a person's preferences and used alongside the standard controller allowing disabled and non-disabled gamers to compete at the same level.

7. Other equipment

It is important to have your screen positioned at a comfortable level to minimise bad posture and the risk of injury. We recommend your screen is directly in front of you so you do not have to twist your body and should be approximately an arms-length away with the top of the screen roughly level with your eyes.

Other equipment such as monitor-raisers and monitor arms allow you to raise the height of a screen. Laptop stands can also be helpful but may require you to have a separate keyboard and mouse.

Tablets can also be mounted on flexible arms viewing comfort, but this is not always practical, as they are normally controlled with the touchscreen.

Lap trays and other supports

A lap tray can allow you to use a tablet or laptop comfortably on your lap and provides a flat, stable surface on one side and a beanbag on the underside that moulds to the shape of your legs.

Arm or wrist pads placed in front of the keyboard can be helpful when resting from typing and can help to reduce discomfort and strain. You can also get wrist 'donuts' that are worn around the wrists like bracelets and provide support wherever you are working.

Articulating wrist supports clamp to the tabletop and are a more specialist support typically in instances where there are difficulties supporting the weight of the arms.

Sit stand desks can be adjusted according to height and are designed to encourage movement and allow people to work sitting or standing. They are a simple accommodation for people of different heights as well as wheelchair users. Desks are available in a manual hand-cranked or electronic version as well as smaller clip-on units that fix to an existing desk.

8. Useful contacts

There are many suppliers and manufacturers of ergonomic equipment; below are a list of companies with specialist knowledge who may be able to offer additional advice if needed:

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Keyboard and mouse alternatives and adaptations

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Standard keyboards and mice are functional ways of interacting with your computer and increasingly other devices like tablets. However, these standard devices can pose difficulties for many people - especially users with physical, sensory, or cognitive challenges - and there are lots of other options available.

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Asssistive technology for reading allows users to read when they are blind or have low visibility. It also allows users who have reading disabilities have an easier time reading.

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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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Reading rulers/guides

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Magnifying glass

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Optical Character Recognition (OCR) scan images and documents and extract text to be read aloud

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OCR (Optical Character Recognition) solutions powered by Google AI to help you extract text and business-ready insights, at scale.

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Text-to-speech apps and software can help read text and webpages otherwise inaccessible to a person with disabilities.

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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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Edutopia - Assistive Technology Resource Roundup

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

Getting Started

Whether low-tech, high-tech, or somewhere in between, assistive technology and related services play an important role in reducing barriers to learning for students with a variety of special needs and challenges. Before exploring the resources below, watch VideoAmy's " Five-Minute Film Festival: The Power of Assistive Technology," to better understand how technology can empower kids and help them build independence.

For Educators

Assistive Technology Module: To review the basics, check out this great overview of assistive technology for classroom teachers. (IRIS Center/Vanderbilt University)

Assistive Technology: Find general information on assistive technology and accessible educational materials, including relevant federal laws. Assistive Technology Resources is a comprehensive list of national organizations, conferences, state resources, and transition resources. (National Center on Accessible Educational Materials)

AEM Navigator: Explore a decision-making tool -- designed for use by Individualized Education Program teams -- that can help determine the need, selection, acquisition, and use of accessible educational materials. (National Center on Accessible Educational Materials)

For Parents

Finding Assistive Technology

Explore the following websites for information about specific technologies and guidance on finding appropriate tools.

For Educators

TechMatrix: Search a database of over 400 assistive and educational technology tools and resources. The products are searchable by content area, grade level, IDEA disability category, and type of instructional support. (U.S Department of Education/American Institutes for Research)

Consumer Guide for School Administrators: Download TechMatrix's useful consumer guide for guidance on technology purchases. Also available are research articles on the theory and practice of using technology to improve student learning. (National Center for Technology Innovation and the Center for Implementing Technology in Education)

For Parents

Tips and Tools

Social-Emotional Apps for Special Ed: Find apps to help students of all ages build emotional literacy, learn self-regulation, and focus on problem solving and task planning. (Edutopia, 2015)

Apps to Support Diverse Learners in the Classroom: Find apps to help diverse learners gamify tasks, learn social cues, prioritize, strengthen math skills, and sharpen language abilities. (Edutopia, 2015)

It's a Snap! 4 Ways to Use Music With Special Needs Students: Discover ways to supplement visuals with music, teach through students' favorite songs, emphasize rhythm, and generalize lessons into non-musical settings. (Edutopia, 2014)

Creating a "Least Restrictive Environment" with Mobile Devices: See how mobile devices can help create a "least restrictive environment," not only for students with disabilities, but for everyone else as well. (Edutopia, 2013)

Dictation Technology Will Change Writing Instruction: Consider this thoughtful examination of how dictation technology is likely to change the future of writing instruction. (Edutopia, 2013)

Resources to Address Specific Challenges

Universal Design for Learning (UDL)

What is UDL?: Understand the basics of universal design for learning. (National Center of Universal Design for Learning)

UDL and Technology: Read about the relationship between UDL and technology. UDL strategies do not replace the need for AT, but UDL and AT can be complementary. (National Center of Universal Design for Learning)

Universal Design for Learning: What It Is and How It Works: Explore key takeaways for parents, including information about advocating for children. (Understood.org)

Was this page helpful? Are you familiar with other useful resources? Please share your feedback in the comments, and let us know if you'd like to see other types of resources included on this page.

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

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Assistive technology resources from CAST

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The AEM Center at CAST offers free resources-including videos, policy briefs, articles, podcasts, and quick reads-to support our goal of increasing the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

The Accessible Learning Experience

Explore the world of accessibility and UDL in this monthly podcast.

Listen to the podcast

AEM Center Webinars

Our free webinars bring the AEM Center's world class technical assistance right to your device.

Search our webinar archives

AEM Center Videos

Experience accessible educational materials in action in our growing collection of videos to explore and share with colleagues.

Access our videos on YouTube

Featured AEM Center Resources

Accessibility Conversation Starters

Discover accessible learning across the lifespan in these short and informative videos designed to start conversations about the importance of accessibility and accessible materials in your context.

Explore the video series

Search all AEM Center resources

Find initial considerations for improving the accessibility of state-mandated assessments for students with disabilities.

AEM Center at CAST
2022

Learn about evaluating and selecting appropriate and accessible open education resources.

A. Hashey, et al.
2021

This summary includes a literature and policy review, interviews, and focus groups with subject matter experts.

AEM Center at CAST
2020

Build Your Accessibility Skills

Visit our self-paced five-module online learning series to learn how to select, create, and acquire accessible materials and technologies for everyone who needs them.

Visit our online learning series

Top of Page

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Videos, articles, policy briefs, and more focused on accessible materials and technologies.

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American Institute for Research

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TechMatrix Adds Science Category and Expands the Free Educational and Assistive Technology Information It Offers to Help All Students | American Institutes for Research

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Science has been added to the categories of reading, mathematics and writing as part of an expansion of TechMatrix, a website developed by the American Institutes for Research (AIR) to provide free information about educational and assistive technology products for students – including those with disabilities, as well as English language learners.

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Zurr Apps - Educational apps that are fun

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ZurApps Research Inc. – Fun and Smart iOS and Mac apps!

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LD Resources Foundation

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Top best Assistive Technology and Apps for Learning Disability

Welcome to our overview of Assistive Technology, organized by category. This is not an exhaustive analysis, but a quick survey of the products that we consider to be valuable tools. Almost all of these apps and services have free trials so you can see if they work for you. We are not including prices because they change all the time, but we note if something is free, or involves a subscription.

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Welcome to our overview of Assistive Technology, organized by category. This is not an exhaustive analysis, but a quick survey of the products that we consider to be valuable tools. Almost all of these apps and services have free trials so you can see if they work for you.

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This is my elevator pitch/Ted Talk for my Final Project. Please enjoy!

OH! and if you haven't already, please consider subscribing to my YouTube channel. I am not promising more videos, but I am promising they will be worthwhile!

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Elevator Pitch for Neuroplasticity, Universal Design for Learning, and Assistive Technology

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This is a link to my cohort-mate Morgan's final project!

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).