What is Assistive Technology?
I like to think of assistive technology (AT) as a bridge. When students cannot participate in learning activities due to their disability, we can provide them with a tool or resource that makes participation possible. AT can create a bridge that spans the gap and allows students to participate with increased independence.
IDEA defines assistive technology as “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 an infant, toddler or child with a disability.” An assistive technology service is any service that directly assists an infant, toddler, or child with a disability in the selection, acquisition, or use of an AT device.
In other words, AT can be just about anything that a student with a disability needs in order to access a free and appropriate public education. It may be something that is 3D printed and is unique to that student, it may be a communication application on an iPad, a reader pen, a standing desk, computer software, or something as simple as a highlighter.
What about Artificial Intelligence?
Artificial Intelligence (AI) is computer technology capable of completing complex tasks. Given a prompt, AI can generate content in seconds. It can problem solve, analyze data, create visual scenes, and more. AI technology alone is not assistive technology. Nonetheless, AI can be integrated into a tool. Furthermore, we can help create a system for a student that includes an AI tool, such as a chatbot or image generator. Imagine a student diagnosed with ADHD who is not completing his homework because he has difficulty breaking assignments down into smaller, more manageable chunks. The team might decide to provide the student with fillable prompts that he can paste into ChatGPT to have his assignments broken down. In this case, a student with a disability is using a product system to complete an otherwise impossible or difficult task, in order to access his education. This is an example of assistive technology.
Some commonly used assistive technology tools utilize AI; however, not all AI is assistive technology. I use Goblin.tools to judge the tone of my writing. It has been a helpful AI-powered tool. Instead of re-reading my message several times and debating on how it would come across, AI gives me feedback in seconds. It helps me be more efficient and is cool technology. For me, that’s all it is. For a student with a language disorder, judging the tone of text may not be something they can’t accomplish independently. For that student, the AI-powered tool becomes assistive technology.
Why is This Important?
Let’s picture a 5th-grade classroom. They are in the middle of a science lesson. The students are supposed to be filling out a graphic organizer independently before participating in a group experiment. One student sits at a desk. The graphic organizer is in front of him, but he cannot read the text. This student is currently decoding at a 2nd-grade level. He works on decoding with his special education teacher each morning in a small group. In that setting, he is making progress, but right now, in his general education classroom, the gap between his decoding skills and the text on his desk seems insurmountable. He can go to his teacher and she will read the text out loud for him, but that is embarrassing. Instead, he will wait until the experiment has started. Then he will try to copy some of what his peers have put on their worksheets, onto his own.
Situations like this happen, but they don’t have to. I have seen the expression on students’ faces when they get the AT they need. Sometimes, it is just excitement; other times, I see relief. Then, there are times when the student is frustrated over the mere fact that they were not given the tool earlier.
LEA Representative Responsibility
Per IDEA assistive technology needs to be considered at every IEP meeting. We already established that AT can be just about anything, so how do we go about considering it? The most important thing the LEA representative can do is to presume that a solution is possible, and then collaborate with others, as needed, to find it. Let’s picture what that looks like during an IEP meeting. As the principal or district representative, you may not work with the student directly, but that’s okay. It puts you in a great position to ask questions. As you listen to IEP team members discuss student needs, ask how those needs are impacting the student in their learning environments. Ask how they participate in educational activities, and when needed, ask if there is a way to provide the student with greater access and independence. Students don’t need to sit around waiting for the teacher to come and read the passage out loud to them. They don’t need to feel frustrated because writing is physically difficult. They don’t have to rely on an adult to keep their assignments organized. They can do those things with greater independence given access to the right tools and supports. When needs are discussed at an IEP meeting, the team needs to consider if those needs can be supported by assistive technology. More often than not, the answer to that question will be “yes.” It is important for the LEA representative to understand that the school district must provide students with the AT they need. If a student needs a communication device or text-to-speech for paper-based materials, an AT device must be provided as outlined in the Department of Education Myths and Facts Surrounding Assistive Technology.
Currently Available Tools
The really great news is that assistive technology has become much more available and affordable, especially with the growing popularity of AI. In fact, oftentimes AT tools are free. The link below takes you to a table that provides you with a list of commonly used assistive technology tools that support organization and executive functioning.