Advice on Assistive Technology
From the April 2001 Education newsletter.


The Pennsylvania Training and Technical Assistance Network (PaTTAN), an agency of the Pennsylvania Department of Education, has created a list of 10 essential things educators need to know about assistive technology and its use in the classroom. They've graciously given us permission to pass along the list to our subscribers:

• Assistive technology is driven by individual needs. If it is decided that an individual needs assistive technology support to benefit from an educational program, that information is reflected in writing within an Individualized Educational Program (IEP), Service Agreement (SA), or Individualized Family Service Plan (IFSP).

• Assistive technology is a tool. The tool is used by the individual to provide access to the curriculum. Assistive technology is not an end in itself, but rather a means for the individual to participate in activities, to interact with classmates and adults, to complete educational requirements, and to accomplish curricular goals.

• Assistive technology has many different applications. Augmentative communication, writing access, environmental control, and access technology for blind/visually impaired and deaf/hard of hearing individuals are examples of types of assistive technology. A wide range of accommodations includes no technology, low technology, and high technology. There are a number of options to meet individual needs. No one item or method is appropriate all the time in all environments.

• Administrative support is important. Begin the assistive technology process with administrative support. Administrators support the team's collaborative efforts, obtain training, and acquire the identified technology as needed. Administrators are aware of the assistive technology services and resources available through the school district, intermediate unit, and instructional centers.

• Assistive technology takes time. It takes time to assess the individual, matching the needs for technology with the features available in the equipment. It takes time to try different configurations of technology and decide what solution works best in what situation. Time is spent learning how to utilize the equipment by both the individual and the staff. Time for strategies to incorporate technology use in the educational program and on-going evaluation of the process are factors to consider.

• Local, state, and national resources are available. Awareness of school district policies and procedures regarding curriculum requirements, technical assistance, acquisition of equipment, and services is a good place to begin. Equipment loan programs are available, such as technology lending libraries (local or regional), or rental from national manufacturers.

• Assistive technology is a collaborative effort. Teams include individuals and families as equal members. Team membership varies as the individual's situations and environments change and evolve. Regular communication and collaboration among team members is vital to ensuring success for the individual with assistive technology.

• Assistive technology is an on-going process. Because changes occur with the individual's abilities and skills, environments, curriculum, and technology, it is important for the team to accommodate continually for the individual, reevaluating the effectiveness of the technology.

• Assistive technology involves training and application of skills. Training of the team members, including the individual, is vital. Both the educational aspects (i.e., how to integrate new technology into the curriculum) and the technical aspects (i.e., operation and programming of the equipment) of training are considered.Assistive technology involves preparation for transitions. Individuals encounter various transitions throughout life. Planning for changes in schools, grades, classrooms, or with staff ensures smoother transitions. The sending team meets with the receiving team to exchange and discuss relevant information supported by videotapes, photographs, portfolios, samples of work, a notebook, or informational pages included with the Individualized Family Service Plan (IFSP), Individualized Educational Plan (IEP), or Service Agreement (SA).

This list, along with other resources on assistive technology and educating students with disabilities, is posted on PaTTAN's web site.