Assistive Technology in Schools
Guest Post by: Kelsey S. Hall, SLP and Teacher of the Deaf
Do you use a computer or tablet device? Have you ever listened to an audiobook while
taking a long drive in your car? What
about enlarging the print on your computer to make it easier to read? How about your smart phone - have you ever
used the voice-to-text option to help you make a list or remember a specific
errand?
In our day-to-day lives, each of us rely on assistive technology
(AT) to effectively and efficiently navigate the complexities of our
world. In my writing this blog post on a
tablet device, and your reading it on a similar device, we are both making use
of AT. The purpose of AT is to support
individuals of all abilities in being independent and productive across various
aspects of life. This includes, but is not limited to, education, employment,
and tasks of daily living.
Unfortunately, many individuals I speak with assume AT is
specifically used for individuals who have multiple physical and/or cognitive
challenges. To break out of this
thinking, I challenge you to make a list of the various ways you have made use
of AT today. Think about it - write it
down! It is likely you use AT regularly
because it makes you more efficient and productive. It assists your inclusion in everyday
activities. The beauty of AT is that it
exists for all people, including support to individuals with special needs.
As a speech-language pathologist (SLP) and teacher of the deaf
(TOD) in a K-8 school in New Hampshire, AT plays a pivotal role in therapy I
provide to the wide variety of students I work with daily. When I think about my caseload, the majority
of students who use AT struggle with literacy skills, such as reading and
writing. Luckily, I work alongside many
qualified professionals (other SLPs, occupational therapists, special and
regular educators, and physical therapists - just to name a few). We work as a team to evaluate and identify
appropriate AT for our students, with the goal of fostering the highest level
of academic inclusion and independence specific
to the needs and desires of each student at the forefront of our
therapy.
In order to make this post a bit more tangible, the following are
many forms of AT students I work with use every day:
Dragon - Dragon Naturally Speaking and Dragon Dictate are speech-to-text supports. This software is available for PC and Mac users. In addition, Dragon offers applications for tablet devices, such as the iPad. It can even be downloaded onto a smart phone!
Many of my students with language learning difficulties, such as
dyslexia, find this product to be beneficial to their academic endeavors. My students often report they feel more
independent and stress-free while using this technology. Once they are able to get their ideas written
out, the editing process seems much less daunting. As an SLP, I am better able to discuss and
provide instruction on more technical aspects of language, such as grammar.
Augmentative and Alternative Communication (AAC) - AAC provides students who have complex communication needs with a
way to make their wants, needs, and desires known. There are many forms of AAC, including high-
and low-tech. It is important to have a
qualified professional complete a formal AAC evaluation to choose the most
appropriate form of AAC for an individual - they are highly
individualized!
In my school, students use a variety of AAC. Some examples include basic Sign Language,
low-tech communication boards (pictures with labels shown in the image to the
left), and more high-tech devices, such as the iPad uploaded with a
speech-generating application or Vantage Lite (shown in the top left center
image). In therapy, the students and I work on basic to complex language and
literacy skills that are required in an academic environment. This form of communication allows an
individual more independence in communicating their needs to others. Again, the type of AAC used is highly
individualized for each student. I have
needed attend many trainings to ensure I am up-to-date on the intricacies of
these forms of communication, as it is important to use them to fidelity.
Dragon - Dragon Naturally Speaking and Dragon Dictate are speech-to-text supports. This software is available for PC and Mac users. In addition, Dragon offers applications for tablet devices, such as the iPad. It can even be downloaded onto a smart phone!
Many of my students with language learning difficulties, such as
dyslexia, find this product to be beneficial to their academic endeavors. My students often report they feel more
independent and stress-free while using this technology. Once they are able to get their ideas written
out, the editing process seems much less daunting. As an SLP, I am better able to discuss and
provide instruction on more technical aspects of language, such as grammar.Augmentative and Alternative Communication (AAC) - AAC provides students who have complex communication needs with a
way to make their wants, needs, and desires known. There are many forms of AAC, including high-
and low-tech. It is important to have a
qualified professional complete a formal AAC evaluation to choose the most
appropriate form of AAC for an individual - they are highly
individualized! In my school, students use a variety of AAC. Some examples include basic Sign Language,
low-tech communication boards (pictures with labels shown in the image to the
left), and more high-tech devices, such as the iPad uploaded with a
speech-generating application or Vantage Lite (shown in the top left center
image). In therapy, the students and I work on basic to complex language and
literacy skills that are required in an academic environment. This form of communication allows an
individual more independence in communicating their needs to others. Again, the type of AAC used is highly
individualized for each student. I have
needed attend many trainings to ensure I am up-to-date on the intricacies of
these forms of communication, as it is important to use them to fidelity.
Hearing Aids and Frequency Modulation (FM) Systems - Hearing aids provides sound amplification to individuals who are
Deaf or Hard-of-Hearing. FM systems are
used to isolate and amplify specific sound directly to an individual's hearing
aids.
I work with three Deaf or Hard-of-Hearing students at my
school. Two of the three students use
amplification systems at school to better access the curriculum. In addition, their classroom teachers and
therapists wear an FM system around their neck to isolate their voice while
providing instruction or services. This
type of AT increases a student's independence in accessing instruction, but
also inclusion into class discussions and basic to complex communication with
others.
Writing Development Tools (grips and slant boards) - Writing development tools, such as pencil grips and slant boards,
are forms low-tech form of AT. Grips
support proper handling of various writing utensils and the strengthening of
smaller hand and finger muscles. Slant
boards often help with writing directionality and limits eye and head movement
while writing.
These forms of AT are used regularly with many kindergarten
students I work with each day. The
occupational therapist provides much of the instruction surrounding these tools
in the classroom. However, in order to
facilitate a team approach and consistency among therapy, I often find myself
carrying over the use of these tools into therapy sessions involving
writing.
Writing Development Tools (grips and slant boards) - Writing development tools, such as pencil grips and slant boards,
are forms low-tech form of AT. Grips
support proper handling of various writing utensils and the strengthening of
smaller hand and finger muscles. Slant
boards often help with writing directionality and limits eye and head movement
while writing.These forms of AT are used regularly with many kindergarten
students I work with each day. The
occupational therapist provides much of the instruction surrounding these tools
in the classroom. However, in order to
facilitate a team approach and consistency among therapy, I often find myself
carrying over the use of these tools into therapy sessions involving
writing.
This list is not comprehensive by any means, but it is meant to
help you discover the many different forms of AT available to students of all
abilities in schools today. Many AT
items can be handmade, as well, such as wheelchair attachments to support the
above mentioned slant board!
The next time you go to work, whether you work as a parent,
teacher, therapist, or a field completely unrelated to education, think about
what types of AT you and others' around you use each day. If you feel you, your child, or a student you
work with could benefit from the use of AT,
there is a surplus of resources available to support your needs. Talk to your child's teacher or therapist(s),
reach out to your pediatrician, or even investigate whether or not a local
college or university nearby offers an AT program. A quick internet search will provide you with
a list of AT professionals and resources near you. As for people living in New Hampshire (or
even New England), please check out some of the resources below.
Just remember, AT is used by all people of all abilities. Everyone wants to be and feel successful,
independent, and included; AT are tools that help us to get where we want to go
and do what we want to do.
Local AT Resources:
