Application of Assistive Technology

“Universal Design is not just a technique for special education; rather it is a technique to enhance the learning of students.” (Turnball, Turnball, Shank, Smith and Leal, 2002, p.92) Teachers are then able to look at student’s individual needs and plan a program based on their profile.
(Education for All, 2005)

Universal design initially applied to the examination of accessibility for individuals with physical disabilities. Most recently universal design concepts have been applied to the use of computers in order for students to have equal access to the curriculum and allow for a modified curriculum as required. It is important to be proactive about accessibility of information for students and not reactive.

There are cases where teachers will have students in their classrooms that require assistive technology devices in order to participate in a program at their level of ability.

Various programs are used by the learning-disabled students, that are unable to access curriculum in the traditional manner. Such programs would be Write:Outloud Co: Writer, Kurzweil and Dragon Naturally Speaking to name a few.

Students who have visual or sensory impairments are able to access curriculum using specific programs. For a blind student they can use text-to Braille converter, and screen readers. For the hearing-impaired student they can access their curriculum with the use of FM Amplification systems.

In cases where teachers are working with students with severe disabilities, computers can be accessed with alternative keyboards like intellikeys. You can also use the PECS program for students who are non-verbal. This program allows students to communicate to others using pictures.

Teachers may also look at using different software programs that are suited to student’s particular ability level. These programs would best suit their ability and reading levels. This way they are able to use the computer and to complete tasks that are designed with their program needs in mind.

It is important that a teacher assess the student’s needs to see what will be best suited for accessing the activities that all students are completing.

Ultimately, this creates an inclusive environment for all students.

(Roblyer, 2006)