Types of Assistive Technology According to the Needs of Students with Disabilities

Assistive technology plays a crucial role in enhancing the lives of students with disabilities by providing tools that improve their mobility and accessibility. These technologies not only help students gain access to computers but also allow them to participate in daily activities appropriate for their age. Mobility aids are particularly beneficial in this regard.

Examples of such devices include wheelchairs, light switches, voice-activated systems to control computers or other devices, as well as adaptive tools for eating, writing, and using computers. Many students with mobility impairments also have other needs that must be addressed.

Adaptation and Input Devices

Just as mobility aids help individuals move, adaptation devices help students with disabilities participate in a wide range of activities. Unlike mobility aids, these tools are designed to meet the cognitive needs of students.

For example, a student with a disability may struggle to use a keyboard, not due to a physical limitation, but because of a language impairment. In such cases, electronic voice messages or software that supports auditory learning may be more effective than a traditional keyboard, especially if the student has difficulty understanding the relationship between letters and their corresponding sounds.

Educational Goals and Skill Categories

Educational goals for students with disabilities typically fall into three categories: traditional skills, therapeutic skills, and life skills.

• Traditional skills refer to subjects taught to all students at the same grade level, such as reading, math, science, and social studies.
• Therapeutic skills address specific learning challenges, such as difficulty performing basic arithmetic.
• Life skills focus on everyday tasks, such as self-care, eating, and handling money, which help students adapt to life and work independently.

Students also require innovative tools that help them express ideas, enhance their understanding of verbal expression, and improve critical thinking. Meeting these needs fosters experiences that increase motivation to learn. Some students with disabilities may have complex needs that standard models cannot fully address.

The Framework for Choosing Educational Technology

The process of selecting educational technology for students with disabilities involves three key dimensions, including the social and environmental factors that affect how and where the student receives instruction and special education services. The learning environment can significantly influence the types of technology available to the student and how they are used.

Selecting Assistive Technology for Individual Students

The best way to determine which assistive technology a student needs is through the development of an Individualized Education Program (IEP). The IEP team can review the available technology curriculum in schools and set goals that align with the student's specific needs. They then decide how to achieve those goals. Often, these goals are designed to support the student's academic, social, and physical development.

For example, a student with learning disabilities may benefit from a specialized keyboard program and access to a laptop. By understanding the school’s technology plan and curriculum, the IEP team can make informed decisions about the student's unique requirements.

Under the law, however, the chosen technology must be tailored to the individual student's needs, not just based on the school's technology plan. The IEP team can use the school’s plan to identify currently available technologies, and they can complement the general school plan by selecting the appropriate tools from this pool. If the existing tools do not meet the student’s needs, the team must recommend adopting new technology.

Evaluating Assistive Technology Needs

As part of the IEP development, a multidisciplinary team must conduct an assessment to determine the specific assistive technologies required by the student. Teachers of students with disabilities should also search for tools that engage students through visual aids, sounds, and long-term educational benefits.

To select the most appropriate assistive technology, the student's needs must be carefully evaluated. The evaluation team typically includes special education teachers, psychologists, educators, classroom teachers, and parents, who often have a deep understanding of the student's specific learning needs, academic abilities, strengths, and weaknesses. Once the student’s needs are identified, the team begins selecting the most suitable assistive technologies based on these needs.