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Assistive Technology

 

"Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with a disability."- AOTA, 2004

 

Below are examples of assistive technology. Assistive technology can range from low tech to high tech. Low tech pieces of assistive technology do not require extensive training to use, are less expensive, and are not necessarily computer based. Mid-tech pieces may require some training, more expensive than low tech and are usually battery operated or electronic. High tech pieces will likely require training to use, are usually computerized or electronic, and cost the most. For more information on low- high tech pieces of assistive technology, visit http://www.aota.org/About-Occupational-Therapy/Professionals/RDP/assistive-technology.aspx

 

  • Low tech

    • Dry erase boards

    • Clip boards/ binders can create a slant board to help with penmanship

    • Dycem or other gripping material can help keep binders and other objects in place while the child is working

    • Picture cards with written words can be used for daily schedules, visual assistance to learning, communication, sequencing of tasks (initiation, termination), break times, and teaching social rules

    • Colored tape and highlighters can be used to denote borders of a paper or can be used to color code specific areas of focus (ie: dates, adjectives, pronouns, etc)

    • A transparent easel or clip board so the teacher can mimick the motion they want the student to follow. This can be useful for penmanship, visually following while reading, and more

    • Providing a "good choices that I can make" list when a student does not know what to do:

      • I can raise my hand to get help.

      • I can ask questions if I don’t understand something. 

      • I can ask the person speaking to repeat something if I didn't hear or understand it.                   

      • I can use “I” statements to tell people how I feel.            

      • I can write down the problem and then think of ways that I can fix it.

      • I could use relaxation strategies, such as deep breathing or counting. 

      • I could use a break card to ask for a break by myself.

    • Proving a "calm-down" activity board with written and visual guidance for steps to calm themselves down (ie: sit down, close eyes, breathe for 10 seconds)

    • Encouraging students to create social stories or comic strips. This will incorporate literacy in a fun way; students can use writing and visuals for organization, understanding, and interpretation of their behaviors and how to work through certain situations

      • Pixton is a great resource for children to create comic strips for themselves while incorporating literacy

      • http://www.pixton.com/ca/ 

 

  • Mid tech:

    • Timers

    • Calculators

    • Tape recorders

    • Books on tape

    • Electronic organizers

 

  • High tech:

    • Computers with speak to text program (O’Shaughnessey Center)

    • Smart boards

    • Voice activated devices

    • Bluetooth integration

 

For more examples, visit http://www.gatfl.org/assistive.php

 

 

Information from: Stokes, S., Wirkus-Pallaske, M., and Reed, P. (2000). Assistive Technology Tools and Strategies for Students

with Autism Spectrum Disorder. Wisconson Assistive Technology Initiative. 

*Not all information from this source can be applied to a general education classroom

 

 

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