Assistive Technology

Although teachers often mistake writing as the act of printing words on paper, the writing process should be focused on communicating thoughts and ideas to others. Use this mindset as you consider what tools might help your students express themselves.

• Low-tech

  • Pencil grips

    • See the video from Understood.org to the right for more information on a few types of pencil grips

    • Can also be made from clay, sponge, or any other suitable material that works for the student

  • Letterboards, flip charts, eye gaze systems

    • Can be used for partner-assisted scanning

    • See AAC section below for more info

    • Here is the link to a video of Dr. Karen Erickson presenting on using AAC for writing.

  • Slant boards can help some students with the physical act of writing.

• Mid-tech

  • Alphasmarts or other portable word processors may be a fantastic option for students who benefit from a keyboard but become distracted or overwhelmed by the functionality of a tablet or computer. After the text is composed, it can be linked to a computer to save to the cloud or print.

    • Okay, yes. They are super old (in technology terms) and perhaps not even available for purchase anymore. Here is my experience, however. A few years ago, I had a fourth-grade student transfer to my school with an Alphasmart as an AT device listed in his IEP. I literally laughed out loud when I read it. I found some way up high on a shelf that had collected dust for many years, and, thankfully, discovered that several of them still functioned. This student had great difficulty using a standard pencil and was so tech-savvy and distractible that an iPad or laptop was just too much. Given the Alphasmart, he would write pages and pages of wonderful stories.

  • Label makers are a similar concept to the portable word processor, but they have a print function.

• High-tech

  • Speech-to-text software

    • A free and easy way to access is through Google Docs on nearly any device with a microphone. Here are the instructions to enable and use this tool.

  • Word prediction

    • Some options may come standard on certain devices.

    • WordQ is an example of a more robust word prediction software

  • Inventive/flexible spelling

    • Co:Writer is a great option for students with letter-sound awareness. Not only does it provide word prediction, but the software also has a flexible spelling feature that can guess what the student is attempting to spell and then read it aloud to confirm. For instance, if a student types "lfnt" the first three suggestions it gives are "elephant," "left," and "lift." The student can click on the one they want (or select the corresponding number on their keyboard) and the word is automtically replaced. See this video for a brief example.

Many options for reading, writing, supply management, and communication also apply to mathematics. However, here are some math-specific ideas.

• Low-tech

  • Consider the physical manipulatives you use for math instruction. For students with motor impairments, you may need to adapt the manipulatives or provide alternatives. For instance, you could glue "knobs" onto pattern blocks to make them more easily accessible.

• High-tech

  • Instead of using a traditional calculator, your student with a physical impairment may benefit from using a device with larger buttons or an on-screen calculator on a PC.

  • Manipulatives may be available digitally, too. Consider this Google Drawings template for pattern blocks. It was created by Eric Curts from Control Alt Achieve, and the full blog post is accessible here.

  • If the student has computer access, there are a variety of programs that may help reinforce math concepts when physical manipulatives or paper/pencil tasks are not feasible. See pages 19-25 of this guide from the Wisconsin Assistive Technology Initiative.

  • Khan Academy has tutorial videos and guided practice activities for everything from basic addition to multivariable calculus. It is also a great tool for other academic subjects.

There are many tools out there to support students with their reading, too. This is by no means an exhaustive list, but it may provide some suggestions to pursue.

• Low-tech

  • Highlighters can assist students with comprehension while reading

  • Colored overlays. Some studies have shown this to be an effective way to increase comprehension and reading speed while reducing headaches and fatigue. Here is one website where you can purchase equipment, see the products in action, and review the research.

  • Trackers

    • Using "reading rulers," notecards, bookmarks, or pointers can help students track where they are on the page.

• Mid-tech

  • Automatic pageturners have been around for a while. Personally, I find them too cumbersome and unreliable. However, AT must be individualized, and perhaps I just haven't met the right student to make it practical!

• High-tech

  • Text-to-speech programs

    • Some apps are OCR scanners as well and can turn printed text (such as from a book or magazine) into a digital format that can be read aloud. Voice Dream is one example.

  • Audiobooks

    • Audible is a massive collection of professionally narrated texts. It can be quite expensive if many books are needed.

    • Reading A-Z / RAZ Kids is a subscription-based service that offers a wide range of books that can be read aloud or independently. There are also comprehension components and incentives for students to read more.

    • Epic! offers digital texts, many of which can be read aloud. Subscriptions may be free for educators, but families can also sign up as a monthly subscription service.

    • Libby App / Overdrive is available through many public library systems. Libby has e-texts as well as audiobooks that you can "loan" from the library for a given period of time. Just like with paper library books, you may place a hold on a book that is not currently available. Check your county's library page to see if this free resource can be an option for you!

      • On numerous occasions, I have been able to find the audiobook of a text that my students are reading in class. If they have difficulty reading the given text independently (decoding, language/comprehension, tracking, etc.), this has enabled them to read the same book and participate in the class discussions. I would urge you to consider your intentions, however. For instance, listening to audiobooks is an amazing way to stay involved with classroom activities. It does not help the student learn to decode words independently.

  • E-texts

    • Bookshare is a service available to anyone with a print disability. It enables free access to millions of textbooks, novels, children's books, and more. Accounts are individualized for the student and require authorization by a medical professional or qualifying teacher. The system can be cumbersome to navigate at times, but it can also be extremely beneficial for students who are otherwise unable to access texts. There is a $20 or so app for the iPad called Read2Go, otherwise reading on the computer through their interface is free. Other app options are listed here. On most platforms, the presentation of the bookshare books (font size, etc.) can be adjusted to fit reading needs.

    • Libby App / Overdrive also has e-texts available for free (see above)

    • Epic! offers digital texts (see above)

    • Reading A-Z / RAZ Kids (see above)

Individuals with physical disabilities may have difficulty accessing or managing materials in standard ways. Here are a few considerations.

• Low-tech

  • Seat sacks may be an effective way to access materials for a student with a disability instead of needing to leave the workspace to access a book bin or communal classroom supply. Here is one example.

  • Desk dividers can help many students (not just those with a disability) stay organized. These can be made or purchased (like these). Make sure to measure the depth and length of the desk before ordering. One organizational method for primary students is to keep the "flat" things (notebooks, folders, books, etc.) on one side of the desk and the "bumpy" things (scissors, markers, pencil box, glue sticks, etc.) on the other. See this example from a previous student.

  • Individual supplies may be more accessible to a student with a physical impairment than communal supplies. For instance, a Kindergarten student may have his or her own drawer or bin on or under the table instead of having to reach in the middle of the table for communal supplies.

  • Paper/supply stabilization can take many forms.

    • Dycem or even shelf liner can be used to help prevent objects from moving or sliding during use. They can be used for positioning materials on desks, wheelchair lap trays, etc. Some people may even use them for positioning in wheelchairs or other seating options to prevent sliding.

    • Tape can be used to secure a paper or other material to a work surface. Masking tape or painter's tape may be the easiest to remove when finished, but any type of tape could work!

    • A clipboard or slant board may help stabilize the materials.

  • Raised desk edges. To help prevent materials from rolling or falling off the table or desk, cardboard, foam bumpers, or other materials can be taped or otherwise affixed to the desk edges. Although often a universal benefit for all students, consider the social implications of modifying a student's workspace. For example, lining all the classroom tables with foam bumpers might be more acceptable than taping a cardboard lip onto the workspace of a particular student with a disability.

• Mid-tech

  • Visual timers can be used to help students with time management. There are also apps for mobile devices and free visual timers online that can be projected on a smartboard.

• High-tech

  • Tablets or computers might be the best way for some students to view and organize materials. Students with muscular dystrophy, for example, may not have the physical strength and mobility to sort through papers. However, they may still have the wrist and finger mobility to operate an iPad. Another example could be a student with spina bifida and shunted hydrocephalus that can attribute to severe attention deficit and organizational problems. If physical papers are not working, digital access to course materials would be a reasonable accommodation to add to a student's IEP. Here are a few apps and tools that may assist.

    • Google Drive can help organize materials by sorting them into different folders. The search tool is quite remarkable and can help find "missing" handouts, written works, slide presentations, etc. It is accessible PC, Mac, and mobile apps.

    • Evernote can help students take and organize notes for different classes.

    • There are many apps for tablets to edit and annotate PDF files. Technology is rapidly evolving and different programs offer different features, so check the app store for an option that might work best for your student.

    • Adobe Scan is one example of a mobile scanning app with optical character recognition (OCR). There are others out there, too, but I have had the most success with this particular app. It enables you to take a picture of a piece of paper and turn it into a searchable PDF file. When used in conjunction with an organization tool like Google Drive or Evernote (see above), it could be an extremely powerful way for your students to independently digitize any written material they encounter.

    • Calendar tools such as Google Calendar on iPads or laptops can be an extremely effective way for students to manage their schedules, too. One of my previous students with spina bifida set up his iPad to alert him with a push notification when it was time for him to use the restroom or go to the nurse's office for medication. It also helped him schedule when assignments were due.

Some individuals with physical disabilities may not be able to access technology with standard tools. Here are some options to consider.

• Low-tech

  • Keyguards help individuals with motor impairments with their accuracy when typing or operating a high-tech device. They are typically made from plastic and adhere to keyboards or AAC devices. Essentially, there is a hole cut out for every button of the device. The individual with the motor impairment can rest his or her hand on the guard without prompting a keystroke and can use the holes in the guard to guide their finger (stylus, etc.) to the correct location. This website offers keyguards for a variety of devices and I have had great experiences working with them in the past.

  • Alternative desks (slant boards, standing desks, etc.) may help some students access the computer more independently.

• High-tech

  • Alternative keyboards

    • On-screen keyboards are an option with most operating systems including windows and mac. These may be a great option for students with limited mobility that makes using a standard keyboard difficult or impossible.

    • Modified keyboards with the Dvorak layout instead of the traditional QWERTY layout may be beneficial for students who use a single finger or pointer to manipulate the keys.

    • Speech commands can control the whole computer without the need for a mouse or keyboard.

  • Adaptive computer mice can help students access the computer if they are unable to do so with a standard mouse or touchpad.

    • A trackball mouse may enable a student with limited wrist movement to interact with the computer more efficiently.

    • Certain hardware like the BJoy Ring enables power wheelchair users to use their chair's joystick to control computer mice and smartphones.

    • Various adaptive switches can be used to "scan" through computer options instead of a traditional mouse. Ablenet sells many different types of switches and computer access devices.

    • PC users can turn on an accessibility setting called "mouse keys" that makes the 10-key number pad move and click the curser instead of (or in addition to) a traditional mouse. Here is a guide to enable this setting.

    • Eye gaze technology can be used to navigate a computer. Various systems exist, but here is a good video overview of how the technology works.

Communication is often taken for granted, but there are some individuals with disabilities that cannot easily express themselves through oral language. In these situations, AAC may enable the student to interact with adults and peers. Here are some options that your students may use for communication.

• Low-tech

  • Letterboards may be one way for students to communicate. These can exist in a variety of forms, but essentially the student will have access to all the letters of the alphabet and can communicate by pointing to or otherwise indicating the desired letters. Here is an example from the TV series Speechless. You can pause the video at 37 seconds to get a better look at the board.

  • Partner-assisted scanning can be a low- or medium-tech communication option. Here is a video from Cincinnati Children's that does a good job explaining this method of communication and shows a variety of applications.

    • A small array of objects may be presented on a board. The communicative partner points to each object or option until the individual with the disability identifies his or her selection through the established signal. The signal could be a vocalization, arm movement, eyebrow raise, or anything that indicates the choice.

    • A flipchart can be used for scanning. The first "page" might contain the letters A, B, C, D, & E along with a "next page" symbol. The partner continues flipping pages until the student identifies the letter he or she wishes to communicate.

    • Here is an example of an eye gaze board that can be made for less than $20 with PVC pipe and printouts. It may sound a bit confusing at first, but if you open the document, it may help you follow the concepts. It also may help to conceptualize by opening this interactive slide show system (interactive version included on the right) that can be displayed on a computer screen or smartboard. The student starts by identifying the group of letters he or she wants to select from. Next, he or she selects the exact letter by indicating the location of the color. For instance, to select the letter "F" the student would start by looking up and to the left at the group of letters F, G, H, I & J. Then, he or she would look down and to the left (to the letters A, B, C, D & E with the red background) to indicate that it is the "red" letter in the group of letters F, G, H, I & J. Although it seems cumbersome, this method worked extremely well when a friend of mine with muscular dystrophy was hospitalized and intubated. The tube down his throat made it impossible for him to talk, and he could not move enough to select letters from a board, but this system enabled him to communicate with his nurses.

• Mid-tech

  • Switches are buttons that activate pre-recorded speech.

    • Single output switches (like the Big Mack) repeat a single phrase when activated.

    • Step-by-step switches can record a series of responses and will cycle through them (in the order they were recorded) with each successive button press. Here is an example from AbleNet.

    • Some systems have multiple buttons that can be programmed with different phrases.

  • "Static" or "fixed" display AAC devices like the GoTalk vary in functionality, but they typically have manually interchangeable displays. A student may use one display while at lunch and another during reading instruction. The devices can be programmed with several groups of words or displays. Here is an example of the GoTalk. These systems can have as little as 2 or 4 choices to as many as 32 options per display.

• High-tech

  • Dynamic display devices can be stand-alone units or apps on a smartphone or tablet, but they function similarly. The user selects a word or category from one page, which takes him or her to another menu. For instance, a student may hit the "verb" button that brings up another menu of options, including

    • Tobii Dynavox makes some stand-alone dynamic display AAC devices as well as app-based programs

    • Proloquo2go is an iPad app that turns the iPad into a dynamic display AAC device.

  • Eye gaze systems can also be used to control dynamic display devices. Here is a funny example of an AAC user with an eye gaze system from the TV series Speechless. In the clip, Nicholas is using eye gaze and JJ is using a low-tech eye-gaze chart. See the computer access section for a more robust explanation of this technology. Tobii Dynavox is one producer of eye-gaze AAC devices.

  • Voiceitt is a brand new iOS app that interprets non-standard speech. There is a free trial, but it is a fairly costly subscription-based service after the trial period. However, this app enables individuals to record themselves saying a particular word or phrase several times. The app "learns" how that phrase is spoken and can then repeat it to others. Phrases can be shortened so that a single word or short phrase from the user (e.g. "hello" or "Hi, I'm _____.") creates a longer response (e.g. "Hello, my name is _____. How are you doing today?"). Here is an example of using the app in a restaurant. In addition to the communication side of the app, there is also a smart home feature that enables users to program their voice commands to control Amazon's Alexa.

    • Although I have not used this app in my professional life, I have a personal connection to it. My wife, who has cerebral palsy, prefers to communicate orally and those familiar with her speech patterns understand her well. Alexa, however, does not. This app has enabled her to literally open doors (well, unluck might be a more fitting term), toggle and dim lights, request weather updates, control the music system, etc. She uses it daily!