Embedded Files
Assistive Technology can and does have a major impact on the education of many students with disabilities. There are many types of devices/services and the school personnel often encounter many issues and misconceptions regarding the provision of assistive technology. Assistive Technology encompasses many different concepts, strategies, and devices. What do all these terms mean, like Alternative Access and Universal Design for Learning? Click here to understand more!
The following addresses some of the common misconceptions of assistive technology. In the history of learning disabilities, assistive technology is just in its infancy, so it is understandable that many misconceptions exist. We should strive to continue educating each other and ourselves, however, so that once AT use is well established, we will only be talking about its truths.
Misconception 1: All Technology is Assistive Technology
Misconception 1: All Technology is Assistive Technology
There has been recent discussion and debate about the very term “assistive technology.” Some well-respected educators have taken the stance that all technology is assistive technology, and that therefore the word “assistive” should be removed from the name. Presumably, that position is based on an admirable effort to be inclusive and non-discriminatory. A closer look, however, reveals that the argument to eliminate the distinction is flawed.
By definition, assistive technology refers to tools that are used by individuals with disabilities to perform functions that might otherwise be difficult or impossible. Not all technology meets that definition. For example, basic word processors may be effective and productive tools for non-LD students, but they do not make it possible for dyslexic students, who rely on dictation technology, to write quality essays. It should also be noted that while most AT can be useful for all students, regardless of ability, the opposite is not true. Technology that is not assistive can be difficult for LD people to use — and, in fact, not helpful to them at all. Instead of debating semantics, we should instead focus on the fact that some people have special needs and that’s OK.
Misconception 2: Accessible Technology (built in accessibility features) IS Assistive Technology.
Misconception 2: Accessible Technology (built in accessibility features) IS Assistive Technology.
Assistive Technology is a technology that's been specifically designed to help a person with a disability to perform a task. For example, a screen reader on a computer can help a person with a disability to read a job posting.
Accessible technology is a technology that's been designed with the needs of a lot of different users in mind (universally designed). It's technology with built-in customization features so that the user can really individualize their experience to meet their needs.
Misconception 3: AT is the "be all, end all".
Misconception 3: AT is the "be all, end all".
Assistive technology should be viewed as a tool. The tool(s) is part of the overall goal for an individual to be able to maintain, improve functional capabilities, or provide access to one's environment. Many parents and teachers believe that AT will not only help students to manage their specific deficits, but that it will actually improve those deficits over time. While some students may learn more quickly using the AT and therefore may acquire better skills over time, AT is not designed to target and fix a specific deficit. Rather, AT is designed to provide a substitute and bypass the skill or ability the student is struggling in. It allows students to access the curriculum so that they don’t fall behind in other areas.
Misconception 4: AT is complicated and expensive
Misconception 4: AT is complicated and expensive
AT can be as simple as a pencil grip or as complicated as a computer. It is important to understand the continuum of assistive technology from low technology solutions to high technology solutions. The level of sophistication of the device is determined by the needs of the individual. As a general principle, the lowest level of technology that will meet the individual needs should be considered first.
Misconception 5: Individuals with the same disability benefit from the same device
Misconception 5: Individuals with the same disability benefit from the same device
The determination of the type of assistive technology that would be beneficial must be determined on an individuals needs and educational goals. It is an individualized decision and the tool is best matched to the person, and the tasks that they person needs to accomplish that he/she would not otherwise be able to accomplish without the use of technology.
Misconception 6: AT product descriptions are always accurate and helpful
Misconception 6: AT product descriptions are always accurate and helpful
As with any product, any claims about the use or effectiveness of a particular device are not always accurate. Therefore, it is strongly encouraged that before purchasing a device, the device should be tried through a loan, or an Assistive Technology Professional should be consulted. Loans can be provided by Tennessee Technology Access Center, which has provided services for Middle Tennesseans with disabilities and functional limitations since 1989. Through a loan, it can be determined if the device is appropriate for an individual. Wilson County Assistive Technology (WCAT) department also has a variety of devices that can be loaned out to teachers for their students to trial.
Misconception 7: A user's AT requirements only needs to be assessed once or during a tri-annual reevaluation
Misconception 7: A user's AT requirements only needs to be assessed once or during a tri-annual reevaluation
As an individual gains skills, and/or reaches developmental milestones it is important to realize that there will be a need to assess the child's development and assistive technology needs. Therefore, AT assessments and/or consultations should be considered as ongoing processes rather than one-time events. This is why Assistive technology is considered and addressed as a special factor in every IEP development, revision, or addendum.
Misconception 8: AT devices will always be used
Misconception 8: AT devices will always be used
AT devices may only need to be used in certain environments. Also, if the device is not an appropriate match for the individual, the device may not be used at all. It is important that once a device has been purchased, appropriate training is provided for the student, family, and service providers to insure the likelihood of the device will be used for intended purpose. Consultation and training needs in Assistive technology must be identified in the IEP, as well as the discipline responsible for the training (OT, SLP, PT, Vision, Deaf/Hard of Hearing Education, etc.)
Misconception 9: Individuals with disabilities want the latest, most expensive devices
Misconception 9: Individuals with disabilities want the latest, most expensive devices
Generally, individuals with disabilities want what will be the most useful for them in order to provide them with greater access to their environment i.e. school, home, community. The latest, most expensive device is not necessarily the most appropriate or meet the needs of an individual.
Misconception 10: AT is a luxury
Misconception 10: AT is a luxury
An assistive technology device is a device that the individual uses in their life in order to be more effective, efficient or make a task easier to accomplish. For some individuals, it is a necessity in order to be able to function within one's environment.
Misconception 11: Assistive Technology Devices and Services are one in the same
Misconception 11: Assistive Technology Devices and Services are one in the same
As assistive technology device can be simple or complex. Assistive technology devices include velcro, adaptive clothing, seating systems, powered mobility systems, augmentative communication devices, switches. Common examples of assistive technology devices used in the classroom include: computer hardware, software, augmentative and alternative communication systems, assistive listening devices and classroom modifications such as environmental controls.
Assistive technology services are those that ensure appropriate selection, maintenance, customization and repair of equipment; those that provide technical assistance, consumer or caregiver training; and those that help fund equipment through a loan, rental, lease, or purchase. The support of a qualified related services professional to assist a child with a disability select, acquire or use an assistive technology device. Types of qualified related service professionals include: occupational therapists, physical therapists, speech-language therapists, audiologists, etc.
Misconception 12: Training is critical for student's success with AT
Misconception 12: Training is critical for student's success with AT
In working with teachers, we have heard again and again that their biggest problem with AT is the lack of student training on the programs. This is also shown in the research literature. However, students learn to use AT very quickly, often faster than their teachers. The focus of training should be on instructing teachers how to implement AT tools effectively in order to encourage and facilitate students’ use of these tools in the classroom. Many AT products are composed of a number of tools (e.g., text-to-speech, optical character recognition, voice recognition) and students usually aren’t required to use every tool at the same time. Identifying the specific skill deficits, providing AT tools to overcome those specific deficits, and planning an effective way to implement those tools in the classroom is critical for student success with AT — more so than training the student how to use the AT.
Misconception 13: An Assistive technology evaluation is best conducted by one specialist in the district
Misconception 13: An Assistive technology evaluation is best conducted by one specialist in the district
An assistive technology evaluation is best conducted by a team rather than an individual. No single person will have adequate knowledge of a student, his/her unique strengths and abilities, the tasks that need to be performed, and the environments in which the student spends his/her time. Although one person may bring important information regarding assistive technology to the team, other team members can provide essential information about how that assistive technology will be useful. Additionally, no single person is knowledgeable about all areas in assistive technology. The AT field is broad and there are multiple disciplines involved. An effective assistive technology team will be made up of representatives of those disciplines (i.e. Speech, PT, OT, Vision, etc.) who are able to provide services for a student based on his individual needs. An assistive technology evaluation should be conducted to meet a specific need of a student. That is, tasks need to be identified for which an assistive technology solution is sought. You may have to prioritize tasks or find tools that are appropriate across multiple needs. However, it is essential to prioritize the areas for concentration. Otherwise, the broad spectrum of assistive technology possibilities across all areas can be overwhelming for both the student and the team.
Let's not leave out your student!
Let's not leave out your student!
It is vital to their success that students to be an active part of developing their individualized learning path. Check out the Student Handbook for Choosing and Using Assistive Technology. Click here
WCAT has also developed a Student Worksheet form to complete to get input from the student about his/her Assistive technology needs.
Note: Misconception statements were developed by the Smart Exchange (1990) and described by Scherer and Galvin in their book, Evaluating, Selecting, and Using Appropriate Assistive Technology, (1996, p.7).
Report abuse