Technology is an important part of implementing Universal Design for Learning (UDL) strategy. Assistive technologies provide options for student communication, physical action, and engagement. By using common software or hardware, electronic information can be transformed and modified so it is easier for students to hear, see, or understand.
Assistive technology is any piece of equipment, device, or software that supports an individual with disabilities and improves his/her functional capabilities. The term was first defined in federal law with the passage of the Individuals with Disabilities Education Act of 1990 (Pub.L. 101-476), which was reauthorized in 2004, as a special education service. Assistive technology was reestablished as a necessary resource for students with disabilities in the Assistive Technology Act of 1998 (Pub. L. No. 105-394), which extended funding and mandated differentiated instruction. Often, assistive technologies are prescribed in a student's Individual Education Program (IEP). It is important for educators to understand was technologies, services, and devices are available to students and how to use them
Assistive Technology continuum
Low-tech
Low-tech assistive technologies are generally inexpensive tools that require little or no training. They have limited functionality and are often everyday objects. Examples: spell checker, colored overlay, pencil grip, timer, calculator, on-screen print enlargement
Low-tech assistive technologies are generally inexpensive tools that require little or no training. They have limited functionality and are often everyday objects. Examples: spell checker, colored overlay, pencil grip, timer, calculator, on-screen print enlargement
Mid-tech
Mid-tech assistive technologies are moderately priced and electronic in nature. Examples of mid-tech tools include CD/MP3 players, portable word processors, talking dictionaries, adapted keyboards and mouses
Mid-tech assistive technologies are moderately priced and electronic in nature. Examples of mid-tech tools include CD/MP3 players, portable word processors, talking dictionaries, adapted keyboards and mouses
High-tech
High-tech assistive technologies are generally more expensive and multi-functional. These tools are sophisticated and customizable hardware and software and usually require training. Examples: voice recognition systems (i.e. Dragon Naturally Speaking), text-to-speech software (Read Out Loud), augmentative or alternative communication devices (Proloquo2Go)
High-tech assistive technologies are generally more expensive and multi-functional. These tools are sophisticated and customizable hardware and software and usually require training. Examples: voice recognition systems (i.e. Dragon Naturally Speaking), text-to-speech software (Read Out Loud), augmentative or alternative communication devices (Proloquo2Go)
Cennamao, K., Ross, J. D., & Ertmer, P. A. (2014). In Technology integration for meaningful classroom use: A standard approach (Chapter 6 Customizing Student Learning Activities). Belmont: Wadsworth.
National Center on Accessible Instructional Materials at CAST, Inc. (2013). Retrieved from http://aim.cast.org/learn/policy/federal/what_is_nimas#.UtBFgs3LsU6
National Center on Accessible Instructional Materials at CAST, Inc. (2013). Retrieved from http://aim.cast.org/learn/policy/federal/what_is_nimas#.UtBFgs3LsU6