By Brian S. Friedlander, Ph.D.
From iPads to iPhones, we are living in a world in which technology is pervasive, and being “connected” is a hallmark of the twenty-first century. Educators connect via social networks and use online services like Linkedin, Facebook, and Twitter to enhance professional relationships and keep abreast of changes in the field. While many schools have embraced educational technology, students with disabilities are still often underserved in this regard.
In 1988, landmark legislation, The Technology-Related Assistance for Individuals with Disabilities Act—or the Tech Act for short—provided the first legal definition of assistive technology. The Act was amended in 1994, and eventually repealed and replaced in 1998 by the Assistive Technology Act, or the AT Act. In spite of these changes, the definition of an assistive technology device has remained the same: “any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” (29 U.S.C. Sec 2202(2)).
The AT Act has always centered on promoting awareness of, and access to, assistive technology devices and services. In that spirit, when it was amended in 1998, it expanded to require that all schools “consider” assistive technology for all students with disabilities, and it now requires schools to provide assistive technology services, including the purchase and acquisition of assistive technology devices, assistive technology evaluations, and training for staff and students on the use of their equipment.
Throughout its twenty-five-year history, the goal of the legislation has been to help level the playing field and empower students with disabilities so they can access the curriculum and work independently.
As we move to more inclusive classrooms, teachers need to better understand how they can use assistive technology to plan for and accommodate students with a wide array of learning differences. To that end, many schools have begun to incorporate assistive technology into the classroom with good success and continue to look for ways to empower teachers to embrace the latest AT trends that will best serve the needs of students with disabilities.
One exciting trend in the AT marketplace is the use of off-the-shelf consumer electronics in the classroom to assist students with a wide range of learning differences.
Generic consumer electronic products (i.e., Dragon Naturally Speaking, ReadingPen, Livescribe, Echo, Smartpen) that would certainly fit the bill as an assistive technology, are now readily available to the general public and are used as a mainstream consumer product. The result is two-fold: First, there is a greater acceptance of the product in general, when it is used, and, second, the price is considerably lower than when a product is categorized as an assistive technology. In the past, educators looking for AT were often limited to highly specialized, limited-use devices that cost thousands of dollars. Today, this is no longer the case, and with the emergence of the iPad and Android-based tablets, the whole industry has been turned upside down.
No other device in recent memory has garnered so much acceptance from educators, administrators, parents and students in the field of special education as the iPad from Apple. This endearing tablet has opened new doors to the autism community and those students needing an easy-to-use device for communication and learning. Early on, parents of children with autism quickly saw the value in the device, and, coupled with apps like Proloquo2Go or iChat, the iPad became a big hit—giving students on the spectrum a voice. While its low price point was one factor that made the iPad an early hit, the fact that it is easy to use has kept it a much sought after AT device.
True to form, Apple crafted an ingenious and yet affordable tool with an innovative and intuitive interface that could also meet the needs of a wide range of students in the classroom. By adding low cost apps, special education teachers could quickly turn the iPad into a word processor, an ebook reader or tool for creating multimedia. While the number of available apps grows at an incredible rate, teachers have been able to establish a core set as an effective tool kit when working with students. The iPad’s instant on-and-off feature, along with its long battery life, make it ideal for the classroom. The students really enjoy using it, and there is something about the touch-screen interface that keeps any user coming back for more. With a full range of accessories like cases, stands, Bluetooth keyboards, speakers and stylus, there is a way for each student to customize his or her experience.
There has never been a better time to be in the field of assistive technology. With so much technology available to us, it is now possible to find solutions for students to support them across the curriculum—and the life span—so that they can be more productive individuals regardless of the setting.
Dr. Friedlander is a New Jersey school psychologist with expertise in the area of assistive technology. He is an Associate Professor of Education at the College of St. Elizabeth in Morristown, where he coordinates graduate programs in special education and teaches graduate courses in assistive technology. He maintains a consulting and private practice, working with schools and parents to find innovative solutions to support student learning. He maintains a blog at http://assistivetek.blogspot.com, and is available for workshops, training and presentations.
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