Assistive Technology
SSD AT Mission Statement
As Assistive Technology Facilitators, we collaborate with IEP teams to identify, implement, and integrate assistive technology tools and communication systems to reduce or eliminate barriers, promote safety and self-advocacy, improve educational outcomes, and help students demonstrate their knowledge and skills. We promote independence and achievement in students with special needs through the integration of assistive technology into their individualized education program.
Assistive technology refers to any product, device, or equipment, whether acquired commercially, modified or customized, that is used to maintain, increase or improve the functional capabilities of individuals with disabilities. In other words, assistive technology tools are needed for the student to make progress on IEP goals and to address identified areas of concern that are documented in the IEP (i.e. goals/objectives, present level, accommodations/modifications) Section 1401 - Individuals with Disabilities Education Act. (2023). Sites.Ed.Gov.
Any tool or device that a student with a disability uses to do a task that he/she could not otherwise do without it
Any tool the student uses to do a task more easily, faster, or in a better way.
A no tech, low tech, or high tech item.
May be a partner district device or tool
Assistive Technology services directly assist a team servicing a student with a disability in the selection, acquisition, or use of an Assistive Technology device.
Determining need
Acquiring the tool
customizing /adapting/maintaining devices
Coordinating use
Training and technical support
Computer Access provides supports for the curriculum
Academics
Alternate access devices, apps, software, extensions
Augmentative Communication provides supports for communication
No, low, mid and high tech
supplemental/augmentative supports for verbal/nonverbal students
Assistive technology is considered at every IEP and throughout the year. The IEP team might ask, “will the use of assistive technology increase the student’s progress in this IEP goal?”
Click HERE to view a recorded webinar that provides an overview of the SSD AT process and AT tools to support students.
Research shows:
The use of assistive technology devices with young children with disabilities is warranted, and that available evidence indicates that the devices are likely to promote child engagement in typically occurring learning activities and permit children to perform functions that otherwise might prove difficult or even impossible without the use of the devices (Campbell et al., 2006; Mistrett, 2004).
Technology-oriented learning environment employing Accessible Technology ensures educational equity by providing access and equitable learning opportunity through personalized and differentiated instruction which can accommodate each learner’s needs and preferences. (Rathnakumar, 2019).