Nicole Rutman

Ms. Weber

ESPC 530 – Introduction to Assistive Technology in the Classroom

12 March 2021

Assistive Technology

The Historical Foundation of Assistive Technology

The origin of assistive technology dates back to 1808. Countess Carolina Fantoni da

Fivizzono had a visual impairment, which made it difficult for her to write. Pellegrino Turri, her

friend, built a manual typewriter to help her write legibly. This manual typewriter was the first

ever manual typewriter (Dell et al., 2017). Because of Pellegrino Turri’s development, people

with disabilities were given a tool to communicate effectively through writing. According to Dell

et al. (2017), “In more recent times, Bob Williams, a disability rights advocate who has physical

disabilities and cannot speak, identifies a typewriter as his first piece of technology” (p.9). This

piece of technology enhanced his abilities in reading, reading comprehension, and writing. The

typewriter gave Bob Williams, as well as others with disabilities, a voice.

In the 1980s, the first computer was invented and made available to the public. According

to Dell et al. (2017), “Peripherals that turned PCs into talking machines for people who could not

speak quickly followed” (p.9). Contrary to the typewriter, the computer gave people the ability to

delete and insert text without having to retype the entire page. Since the 1980s, technology has

advanced significantly. Not only are computers updated, but there are also now laptops, tablets,

cell phones, and smart devices. These products, along with many others, are constantly updated

to meet the changing wants and needs of our society. While many people believe that technology

consumes our society in a negative way, it can be a useful and powerful tool for people with
disabilities. Technology “has the potential to empower people with disabilities with opportunities

to participate in their communities and achieve more than ever before” (Dell et al., 2017, p.13).

Technology that supports people with disabilities is referred to as assistive technology. Assistive

technology can be life changing for those with disabilities.

Federal and State Laws Pertaining to Assistive Technology

Assistive technology was originally defined in the Technology-Related Assistance for

Individuals with Disabilities Act of 1988 (Tech Act). The Tech Act defined assistive technology

in terms of supplementary aids and services and limited the consideration of assistive technology

to students with severe disabilities. The IDEA 1997 reauthorization adopted the definition found

in the Tech Act. It provided a clear definition of assistive technology, as well as required the

consideration of the assistive technology needs of every student in preschool to twelfth grade (P-

12) settings. The Individuals with Disabilities Education Act (IDEA 2004), a federal special

education law, now holds the official definition of assistive technology.

IDEA 2004

In IDEA 2004, there are two parts in the definition of assistive technology – assistive

technology devices and assistive technology services. Dell et al. (2017) provides the following

definition of an assistive technology device versus an assistive technology service from IDEA

2004:

an assistive technology device [is] any item, piece of equipment, or product

system, whether acquired commercially off the shelf, modified, or customized,

that is used to increase, maintain, or improve functional capabilities of a child

with a disability…an assistive technology service refers to any service that

assistive technology device (p.4-6).

The above definition is included in IDEA 2004 because the law requires that assistive technology

devices and services be provided to students with disabilities only if the assistive technology is

essential for accessing education and education-related resources. Assistive technology must be

considered in the individualized education program (IEP) development process (Dell et al.,

2017). In addition to IDEA 2004, there are two other federal laws that have great significance to

assistive technology.

Section 504 of the Rehabilitation Act of 1973

Section 504 of the Rehabilitation Act of 1973 (Section 504) states that no individual with

a disability in the United States of America be excluded from participation in and be denied the

benefits of any federally funded programs or activities solely because of his or her disability. The

law prohibits discrimination against an individual with a disability, which makes it a civil rights

provision. Because school districts are funded by the government, they all must comply with

Section 504. According to Dell et al. (2017), Section 504 does not just apply to students with

disabilities under the 13 categories of disabilities identified in IDEA 2004. Section 504:

applies to all students with disabilities, even those who are not eligible for special

education. Students with medical conditions, such as heart malfunctions, blood disorders,

chronic fatigue syndrome, respiratory conditions, epilepsy, and cancer would be

considered to have a disability and are entitled to accommodations under Section 504 if

the condition impacts their education (p.7).

and without disabilities. Students who are considered to have a disability under the law may be

entitled to assistive technology in the classroom.

Americans with Disabilities Act

The Americans with Disabilities Act (ADA) is considered a civil rights law. ADA is

aimed at preventing discrimination against individuals with disabilities in all settings regardless

of if they do or do not receive federal funds. The law extends past the school. However, the law

is still important for the school – “especially for students pursuing postsecondary education

because these students are no longer covered by IDEA” (Dell et al., 2017, p.8). While ADA does

not specifically mention assistive technology, it is typically associated with the “auxiliary aids

and services” that must be provided to make programs accessible for all.

The Quality Indicators of Assistive Technology (QIAT)

According to Dell et al. (2017), “The Quality Indicators for Assistive Technology (QIAT)

identify best practices in selecting and implementing assistive technology for individuals with

disabilities” (p.15). As an educator, it important to be aware of three assumptions that relate to

all areas of QIAT. It is “essential that all AT services developed and delivered by states or

districts are legally correct according to the mandates and expectations of federal and state laws

and are aligned to district policies” (QIAT, 2021). It is also essential that all assistive technology

(AT) efforts involve a collaborative team of families and professionals. All members of the team

must adhere to their specific profession’s code of ethics. QIAT includes eight Quality Indicators

– Consideration of AT Needs, Assessment of AT needs, AT in the Individualized Education

Program (IEP), AT Implementation, Evaluation of Effectiveness of AT, AT in Transition,

Administrative Support for AT, and AT Professional Development (QIAT, 2021).

The first Quality Indicator is Consideration of AT Needs. This indicator is “an integral

part of the educational process contained in IDEA for referral, evaluation, and IEP development”

(QIAT, 2021). Assistive technology is considered at all stages of the IEP process. The

Consideration Quality Indicators, however, are specific to the consideration of assistive

technology in the IEP process as mandated by the special education federal law, IDEA 2004.

Assistive technology should be considered for all students with disabilities. Assistive technology

consideration must be inclusive.

During the IEP process, the IEP team should use a collaborative decision making process.

By using this process, it provides a platform for all members of the IEP team. Teachers can share

their professional knowledge, knowledge of the student, and beliefs concerning the student,

while families also voice their knowledge of and concerns for the student. Teachers can provide

data from assessments, while parents can paint a picture of how the student is at home. By

hearing from an “outsider” (professionals) and an “insider” (families), it ensures that decisions

about the need for assistive technology devices and services are made in the best interest of the

student. The decisions about the need for assistive technology devices and services should be

“based on the student’s IEP goals and objectives, access to curricular and extracurricular

activities, and progress in the general education curriculum” as well (QIAT, 2021). If the IEP

team concludes that assistive technology is needed, the IEP explores all devices and services that

meet the student’s unique needs.

Indicator Two: Assessment of AT Needs

The second Quality Indicator is Assessment of AT Needs. This Quality Indicator is a

process conducted by the IEP team to identify assistive technology devices, services, and
strategies that meet a student’s specific needs. The IEP team members should share their

knowledge and skills to “determine possible assistive technology solutions that address the needs

and abilities of the student, demands of the customary environments, educational goals, and

related activities” (QIAT, 2021). The decisions that the IEP team make regarding the student

should be evidence-based. Assessment data can be collected from summative assessments, direct

observation, anecdotal records, interviews, and results of experimental trials. Assessments must

be implemented with fidelity to ensure that the data collected is representative of the student’s

current needs and abilities.

Indicator Three: AT in the IEP

The third Quality Indicator is AT in the IEP. According to IDEA 2004, the IEP team

must consider the assistive technology needs in the development of every IEP. The IEP team

“illustrates that assistive technology is a tool to support achievement of goals and progress in the

general education curriculum by establishing a clear relationship between student needs, assistive

technology devices and services, and the student’s goals and objectives” (QIAT, 2021). As it is

with all IEP goals, the assistive technology goals should be measurable and observable.

Indicator Four: AT Implementation

The fourth Quality Indicator is AT Implementation. This Quality Indicator pertains to the

ways that assistive technology devices and services are provided to the student. In order for the

implementation of AT to be successful and effective, the IEP team and other main figures in the

student’s personal and academic life must work together to support the student in using assistive

technology to participate in school and home activities. As demonstrated by the last three Quality

Indicators discussed above, collaboration is key to the success of the student. It is important that

the student is taught how to use the assistive technology prior to the student using the assistive
technology independently. It is also important that the student’s assistive technology is not used

in isolation – used only in the school environment or used only in the home environment. This

would not allow for generalization. Instead, the assistive technology should be integrated into all

parts of the student’s life.

Indicator Five: Evaluation of Effectiveness of AT

The fifth Quality Indicator is Evaluation of the Effectiveness of AT, which addresses the

effectiveness of the assistive technology devices and/or services provided to the student. The

evaluation “includes data collection, documentation, and analysis to monitor changes in the

student performance resulting from the implementation of assistive technology” (QIAT, 2021).

The evaluation data should be related to one or more IEP goals and demonstrate the qualitative

and quantitative measurement of changes in the student’s performance and achievement (QIAT,

2021). Based on the evaluation data, the IEP team can make evidence-based decisions regarding

the effectiveness of assistive technology devices and services in the student’s life.

Indicator Six: AT in Transition

The sixth Quality Indicator is AT in Transition. Transition plans “for students who use

assistive technology address the ways the student’s use of assistive technology devices and

services are transferred from one setting to another” (QIAT, 2021). Transition planning begins

when the student is fourteen years of age. By this point, the student can be an active member of

the IEP team. The IEP team asks the student where he/she sees him/herself after graduating high

school. Some students might want to go to a trade school, while others might want to attend a

four year college. The IEP team makes efforts to guide the student towards that vision.

Indicator Seven: Administrative Support for AT

administrative support and leadership…[and] involves the development of policies, procedures,

and other supports necessary to improve the quality of services and sustain effective assistive

technology programs” (QIAT, 2021). Administration should have procedural guidelines for

school personnel to follow when developing, implementing, and evaluating assistive technology

devices and services. This ensures that students with disabilities receive equal access to assistive

technology devices and services for the provision of a free, appropriate public education (FAPE)

(QIAT, 2021). It is also administration’s responsibility to employ personnel with the necessary

knowledge and skills to support the use of assistive technology devices and services by students

with disabilities.

Indicator Eight: AT Professional Development

The eighth and final Quality Indicator is AT Professional Development, which explains

quality professional development and training in assistive technology. The goal of professional

development and training in assistive technology is to “increase educators’ knowledge and skills

in…collaborative processes; a continuum of tools, strategies, and services; resource; legal issues;

action planning; data collection and analysis” (QIAT, 2021). Many people associate professional

development with early dismissal for students and full days for teachers. However, professional

development can be for more than just teachers. Parents, administrators, teacher aides, and others

involved with students can attend professional development and training sessions. The more

knowledge and skills that those involved with students possess, the more effective the selection,

acquisition, and use of assistive technology will be.

Research Supporting Assistive Technology

disabilities, as well as exposes the challenges faced in assistive technology during the COVID-19

pandemic. In short, assistive technology can be defined as a device or service that supports a

person with a disability in daily life. According to Smith et al. (2020):

There are currently over one billion people in the world who need access to assistive

technology, with over two billion expected by 2050. This includes persons with

disabilities, older…adults, and individuals with health conditions to lead fulfilled and

independent lives (p.151).

In addition to the above mentioned populations, many nondisabled and young people use

assistive technology without even realizing it.

Smith et al. (2020) states that assistive technology is a “critical component of maintaining

health, wellbeing, and the realization of rights for persons with disabilities…paramount to

ensuring individuals with functional limitations have access to important health and social

service information” (p.151). This is especially crucial during the COVID-19 pandemic. People

with disabilities have been disproportionately affected by the restrictions, access to care, and the

ability to exercise their rights. Some of the challenges normally faced in assistive technology are

lack of supply, demand mismatches of products, and inadequate numbers of trained personnel to

assist those with disabilities in the selection and use of their assistive technology. These issues

were highlighted even more during the pandemic.

Range of the Different Types of Assistive Technology

Assistive technology devices and services can range from low-tech to high-tech. Low-

tech devices, such as pencil grips, do not have electronic components. Other examples of low-

tech devices are raised line paper, tactile letters, post-it notes, and slanted clipboards. These
devices are inexpensive and easy to learn to use. High-tech devices, such as augmentative

communication devices, are based on sophisticated technology. Other examples of high-tech

devices include alternative keyboards, voice recognition software, and word processing. These

devices are typically expensive and require training to use. There are also mid-tech devices,

which are happy mediums between low-tech and high-tech devices. Mid-tech devices, such as a

digital recorder, are electronic in nature, but are much less expensive and require less training to

use than high-tech devices. Other examples of mid-tech devices are calculators, spell checkers,

and audio books. (Dell et al., 2017). The range of assistive technology is vast.

In my student teaching placement, assistive technology is very present. The most

prominent example of assistive technology in my student teaching placement is the Picture

Exchange Communication System (PECS). This is considered a high-tech device. A student who

has Autism uses an iPad with PECS to communicate. Because this student is completely

nonverbal, PECS is his main avenue for communicating his needs. I have seen pictures of PECS

in my special education courses, but I never saw it in context until I met this student. While the

student is only in kindergarten, he is getting used to using PECS with ease. Assistive technology

is a necessary and valuable tool for this student. I am interested to see how this student’s use of

PECS develops through the rest of the school year as he becomes more used to the device.
 References

Dell, A.G., Newton, D.A., & Petroff, J.G. (2017). Assistive technology in the classroom:

Enhancing the school experiences of students with disabilities (3rd edition). Allyn &

Bacon. ISBN-13: 978-0134170411

Quality Indicators for Assistive Technology Services (QIAT). (2021, March 11). Indicators and

matrices. https://qiat.org/indicators/

Smith, E.M., MacLachlan, M., Ebuenyi, I.D., Holloway, C., & Austin, V. (2020). Developing

inclusive and resilient systems: COVID-19 and assistive technology, 36(1), 151-154. doi:

10.1080/09687599.2020.1829558