Assistive Technology the Federal Government

Assistive Technology

The federal government has defined assistive technology (AT) devices as "any item, piece of equipment or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities" [Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004), 20 U.S.C 1401 (251)] (cited in Parette, Blum, and Boeckmann, 2009). In simpler language, one can say that an AT device is anything that helps people with disabilities lead more normal lives, particularly in an educational setting. As Parette, Blum and Boeckmann point out, AT is being used increasingly in early childhood settings for children who are at risk or have disabilities. The advantages of early intervention are clear and have been demonstrated countless times in the literature. Early intervention definitely makes a difference. The challenge, particularly in early childhood, is to ensure the AT implemented is the best fit for the child and the specific problems it attempts to ameliorate.

The IDEIA places responsibility on all education professionals working with individuals with disabilities to both develop an understanding of the AT consideration process as well as helping choose and implement the best AT solutions (Parette, Blum, and Boeckmann, 2009). Unfortunately, as Judge, Floyd and Jeffs (2008) point out, lack of awareness and lack of training continue to be major barriers to educators who use, or need to use, AT. These authors are proponents of a "toolkit" approach, whereby a number of relatively simple and inexpensive tools are made available in the classroom for use with every day activities. Equipping classrooms with an assortment of tools creates opportunities for "a seamless approach to technology integration" (Judge et al.) and makes it easier for professionals to try different tools to determine which are the most effective.

Working with disabilities among children in an early childhood classroom can be particularly challenging, since young children may not be able to articulate any of their needs or identify any of their struggles. Without prior school experience, there are no Individual Education Plans (IEPs) on which educators can rely. They are often navigating uncharted waters, so to speak. It is advantageous to both teachers and students to have many tools available; it is important that educators have the proper training, however, so they know when to implement them and how to use them.

Nonverbal communication is essential in an early childhood classroom. The use of pictures or symbols to represent activities and tasks are helpful for all children, but particularly those with disabilities. Boardmaker is a popular software program that has over three thousand picture communication symbols that can be used as educational materials (e.g., for teaching vocabulary) or to cue students (e.g., for calendars or daily schedules). Boardmaker, currently available in version 6, costs $229.00 and is already a part of many school media center collections. There are several other versions of the software available and it can be ordered directly from the manufacturer's website at http://www.mayer-johnson.com/.

Weighted vests are another suggested item for the AT toolkit. The amount of weight in the vest can be adjusted for each individual child, and may even need to be varied from day-to-day for a single child. The heaviness of the vest provides sensory input that can help improve focus and concentration. Vests are often used successfully with hyperactive children but they may also be used with children on the autism spectrum who often have sensory issues and may feel comforted by the extra weight.

There are many types of AT devices for learning, including special scissors, pencil grips, computer touch screens and adaptive keyboards. These devices may be beyond the scope of what educators need or use in the early education classroom. Young children may well benefit from talking books that allow them to hear stories read aloud. Even though students are not expected to know how to read, there may be some students in an early childhood classroom who can. Others may be able to pick out a few words or perhaps identify all or some of their letters. Talking books appeal to children at all these levels and can be especially appealing for children with disabilities, as it allows them some autonomy in experiencing a book. Even though they listen to a book being read to them, they can control the volume and, if an actual book is provided, turn the pages on their own. The new affordability of e-readers makes them a viable option for the classroom.