Assistive Technology

Introduction

Assistive technology is a valuable tool that helps students with IDD overcome barriers to learning and fully engage in the classroom. These technologies can support note-taking, organization, time management, and more. Faculty awareness of these tools helps ensure a smoother integration into the classroom environment, fostering inclusivity and minimizing misunderstandings.

What is Assistive Technology?

Assistive technology refers to any device, software, equipment, or aid that helps individuals perform tasks they might overwise find challenging. These tools range from low-tech (e.g. printed schedules or laminated "How to talk to my teacher" diagrams) to high-tech solutions (e.g. specialized apps or recording devices). Students in the WSU ROAR program may use a combination of these tools based on their unique needs and goals.

Common Assistive Technologies You May Encounter

Students may use various assistive technologies to support their learning. These tools are typically allowed in the classroom according to the policies of the instructor. In other words, it is ultimately up to you to determine their usage. If you do not allow certain technologies, it is the student's responsibility to work with the WSU Student Accommodations and Disability Resources to obtain formal accommodations. Faculty are encouraged to communicate openly with students and ROAR staff to ensure appropriate supports are in place while mantaining classroom standards.

Recording Devices

• Purpose: Students may want to record lectures to revisit materials at their own pace or with their academic coach

• Examples: Digital voice recorders, smartphone recording apps, or speech-to-text software

• How to Support: 

  • Consider allowing students to record lectures (unless it conflicts with privacy policies or your personal preference)

  • When showing slides during a lecture, pause between each slide to allow the student and extra second or two to take pictures

  • Clearly communicate any restrictions (e.g. sensitive discussions or guest speakers)

  • Provide access to audio/video materials if recording is not permitted

Note-Taking Software

• Purpose: Helps students organize and retain information from class

• Examples: OneNote, Notion, or Livescribe Smartpens

• How to Support:

  • Share lecture slides or notes in advance on Canvas

  • Encourage students to ask questions if they miss details, either by emailing you or visiting during office hours

Speech-to-Text and Text-to-Speech Software

• Purpose: Converts spoken words to written text, or reads text aloud to the user

• Examples: Otter.ai, Dragon NaturallySpeaking, or built-in tools like Microsoft Immersive Reader

• How to Support: 

  • Allow students to use laptops or devices during class

  • Provide digital versions of course materials where possible

  • Addressing Disruptions: If the use of this technology becomes disruptive (e.g. loud audio playback), work with the student privately to find solutions. These might include using headphones, adjusting device settings, or identifying a quieter location for certain activities. Communicate these adjustments with sensitivity to avoid making the student feel singled out. It is perfectly reasonable to ask the student to sit closer to you so the device picks up your voice better, avoiding the need for the student to repeat what you're saying into their device.

Supporting Students Who Use Assistive Technology

• Be proactive. Reach out to the student or to WSU ROAR staff to learn about the tools the student might want to use.

• Communicate expectations clearly. Clearly outline your class policies around technology use (such as recording lectures or laptop use) and invite questions. 

• Provide materials in advance. Sharing slides, lecture notes, or supplemental materials ahead of time on Canvas can make it easier for students to integrate their assistive tools.

• Encourage open dialogue. Let students know it is okay for them to ask for help or clarification regarding their assistive technology.

• Collaborate with ROAR staff. If you're unsure about how to support a student, let us know! WSU ROAR can provide guidance and training.

The Use of AI Tools like ChatGPT or Copilot

For many people with IDD, putting thoughts into writing can be challenging. At WSU ROAR, we teach students to use AI tools like Copilot or ChatGPT as supports, and not to generate ideas. They use the tools to help them better express their own thoughts. Students are instructed to write their original thoughts first, then use AI to refine or format those thoughts.

Example: If a ROAR student is asked to write a paragraph on the causes of the American Civil War, their coach might help them outline their ideas or write a rough draft. The student could then use ChatGPT to improve grammar and clarity and turn their rough draft into a paragraph, keeping the thinking their own while using AI as a scaffold for success.

Transparency in Use

To promote responsible and reflective use of AI, we ask that students who use AI tools in their assignments include:

• The prompt(s) they entered into the AI tool

• The response(s) they received from the tool

This helps instructors and coaches understand how the student is using AI to support their learning, and provides valuable insight into the student's thought process and engagement. If you have TAs who help you with grading in Canvas, please share this context with them.

Frequently Asked Questions

Conclusion

Assistive technology empowers students to overcome barriers and succeed in the classroom. By understanding and supporting their use of these tools, faculty play a crucial role in creating an inclusive environment where all students can thrive. Your flexibility and willingness to collaborate make a lasting impact on their academic journey.

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