Inclusive Education: Assistive Technology in the Classroom

What is Assistive Technology? Assistive technology (AT) is any device or service that helps a student with a disability to meet his or her individualized education program (IEP) goals and to participate in the general education setting to the greatest possible extent. Individuals with Disabilities Education Improvement Act of 2004 defines an assistive technology device as “any item, piece of equipment, or product system, that is used to increase, maintain, or improve the functional capabilities of a child and specifically excludes a medical device that is surgically implanted or the replacement of such device" (IDEA ’04).

Three classifications of assistive technologies:

No tech: Assistive tool that does not use technology. It is very simple, for example: a sheet with pictures to communicate, large print text, walking cane, or a pencil with a rubber grip.

Low tech: Assistive tools that don't require much training, may be less expensive and do not have complex or mechanical features. For example electronic organizer Closed Caption Televisions (CCTV's), sound amplifiers, or books on tape.

High tech: Refers to the most complex devices or equipment, that have digital or electronic components, may be computerized, will likely require training and effort to learn how to use and cost the most. Some examples are power wheelchairs and scooters, digital hearing aids, computers with specialized software such as voice, and iPad like devices.

To get assistive technologies for your students, you need to prove that they need it. This means that you need have documented reasons why your student would benefit from AT and reasons why they need it.

The SETT Frameworks can help educators put together "useable" tools for the students and evaluate their needs.

What is SETT Frameworks and what do they accomplish?

This is the framework that is used to determine what tools will be best to assist a students in the classroom

First you must consider the Student:

What is (are) the functional area(s) of concern? What does the student need to be able to do that is difficult or impossible to do independently at this time?
Special needs (related to the area of concern)
Current abilities (related to the area of concern
Expectations and concerns
Interests and preferences

Next you must consider the Environment and how that may be affecting the student:

Arrangement (instructional, physical)
Support (available to to both the student and the staff)
Materials and Equipment ( commonly used by other in the environments)
Access Issues ( technological, physical, instructional)
Attitudes and Expectations (staff, family, other)

The Tasks

What SPECIFIC tasks occur in the students natural environment that enable progress towards mastery of IEP goals and objectives?
What SPECIFIC tasks are required for active involvement in identified environment? (related to communication, instruction, participation, productivity, environmental control)

From here the team can consider technologies or Tools that could benefit the students learning.

SETT's questions are designed to generate thoughts and discussion. They're intentionally broad in order to catch all ideas and possible solutions. The team will need to sort out the data that is pertinent and most helpful. The worksheet on the side will guide the process by helping you to find out what you know about the student, the environment, task and tools and what information you may need to find out to make the best decisions. This process can be used to identify any useful intervention, not only AT.