Assistive Technology
Every child deserves the best education possible and for some exceptional education students that includes having some type of assistive technology. Assistive technology is any type of technology of manipulative that help students learn and accomplish tasks that otherwise would be difficult to achieve. Required by IDEA, assistive technology includes both devices and services. High technology examples are alternative keyboards, Alternative and Augmentative Communication, and magnifiers. Not all assistive technology has to be high-tech, however. Low technology examples include adding a ball to a pencil for a larger grip and cutting see-through colored page protectors in strips for reading guides on which line to read. Assistive technology is so important because it aids students in functional capabilities that would not be possible otherwise.
No matter what type of assistive technology it is, the topic of this needs to be addressed in a student's IFSP or IEP in order to help them reach certain objectives and goals. A student might have a goal that would be unobtainable without technology, but with scaffolding and assistive technology the goal can be accomplished. It is important that these are specifically listed in individual plans in order for the child to receive them. If not specifically listed, educators and parents might not know the best way to help the child succeed but when it is listed they know what needs the student has. Listing assistive technology in the IFSP/IEP could be included as annual goals, short term objectives, related services needed, or specific accommodations.
Parents and educators alike need to be aware of the student's needs and how to best address them. This might be more difficult for parents, but professionals will know accommodations of how the student can excel with the help of assistive technology. Most parents, upon knowledge of some type of technology that could help their child, will be fully on board with using the technology. It is important to use the least intrusive technology in order to protect regular routines and activities. Decisions upon what technology is needed should be based upon the parent and professional's realistic diagnosis of the child's capabilities and needs. High technology services should be tried out before buying in case it does not accurately help the student.
No matter what type of assistive technology it is, the topic of this needs to be addressed in a student's IFSP or IEP in order to help them reach certain objectives and goals. A student might have a goal that would be unobtainable without technology, but with scaffolding and assistive technology the goal can be accomplished. It is important that these are specifically listed in individual plans in order for the child to receive them. If not specifically listed, educators and parents might not know the best way to help the child succeed but when it is listed they know what needs the student has. Listing assistive technology in the IFSP/IEP could be included as annual goals, short term objectives, related services needed, or specific accommodations.
Parents and educators alike need to be aware of the student's needs and how to best address them. This might be more difficult for parents, but professionals will know accommodations of how the student can excel with the help of assistive technology. Most parents, upon knowledge of some type of technology that could help their child, will be fully on board with using the technology. It is important to use the least intrusive technology in order to protect regular routines and activities. Decisions upon what technology is needed should be based upon the parent and professional's realistic diagnosis of the child's capabilities and needs. High technology services should be tried out before buying in case it does not accurately help the student.