{"id":43,"date":"2018-07-23T19:36:28","date_gmt":"2018-07-23T19:36:28","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/chapter\/assistive-and-educational-technologies\/"},"modified":"2025-12-29T21:55:31","modified_gmt":"2025-12-29T21:55:31","slug":"assistive-and-educational-technologies","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/chapter\/assistive-and-educational-technologies\/","title":{"raw":"Assistive Technology","rendered":"Assistive Technology"},"content":{"raw":"
\u00a0Assistive\u00a0 Technology \u2014 Opening Doors to Learning<\/strong><\/div>\r\nPicture a classroom where every student can access the lesson, express their thoughts, and demonstrate their knowledge\u2014regardless of physical, cognitive, or sensory differences. This isn't an idealistic vision of some distant future; it's the reality that assistive technology makes possible today.\r\n\r\nFor millions of students with disabilities, assistive technology represents far more than helpful gadgets or convenient accommodations. These tools are often the bridge between isolation and participation, between frustration and achievement, between dependence and independence. A screen reader transforms an inaccessible textbook into an audible learning resource. A communication device gives voice to a student who has always had thoughts to share but no way to express them. Specialized software turns the insurmountable challenge of writing into an achievable task.\r\n\r\nAs educators, understanding assistive technology isn't simply about keeping pace with educational trends or checking compliance boxes. It's about recognizing that the right tool at the right time can fundamentally transform a student's educational experience and life trajectory. When we provide students with the technology they need to succeed, we're not giving them an unfair advantage\u2014we're leveling a playing field that has been tilted against them from the start.\r\n\r\nYou will explore the multifaceted role of assistive technology in education today, examining how these tools enhance accessibility, foster independence, and create truly inclusive learning environments. We'll delve into the legal framework that supports assistive technology provision, particularly the Individuals with Disabilities Education Act (IDEA), which recognizes assistive technology not as an optional luxury but as a fundamental component of special education, related services, and supplementary aids. Understanding these requirements is essential for educators who want to ensure that every student receives the Free Appropriate Public Education (FAPE) they deserve.\r\n\r\nBeyond compliance, we'll explore and discuss the practical realities of implementing assistive technology: how it can be customized to meet diverse needs, how it supports communication and social interaction, and how it empowers students to take control of their own learning journey.\r\n\r\n
\r\n\r\nWhat does the Individuals with Disabilities Education Act (IDEA)<\/strong> say about Assistive Technology<\/strong>?<\/span>\r\n\r\nAssistive technology, as defined by IDEA<\/b>\r\n\r\nSec. 300.105 Assistive technology.\r\n
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Statute\/Regs Main<\/a>\u00a0\u00bb\u00a0Regulations<\/a>\u00a0\u00bb\u00a0Part B<\/a>\u00a0\u00bb\u00a0Subpart B<\/a>\u00a0\u00bb Section 300.105<\/div>\r\n300.105 Assistive technology.<\/strong>\r\n
(a)<\/a>\u00a0Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in \u00a7\u00a7300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child\u2019s\u2014<\/div>\r\n
(1)<\/a>\u00a0Special education under \u00a7300.39;<\/div>\r\n
(2)<\/a>\u00a0Related services under \u00a7300.34; or<\/div>\r\n
(3)<\/a>\u00a0Supplementary aids and services under \u00a7\u00a7300.42 and 300.114(a)(2)(ii).<\/div>\r\n
(b)<\/a>\u00a0On a case-by-case basis, the use of school-purchased assistive technology devices in a child\u2019s home or in other settings is required if the child\u2019s IEP Team determines that the child needs access to those devices in order to receive FAPE.<\/div>\r\n(Approved by the Office of Management and Budget under control number 1820-0030)\r\n\r\n(Authority: 20 U.S.C. 1412(a)(1), 1412(a)(12)(B)(i))\r\n\r\n[71 FR 46753, Aug. 14, 2006, as amended at 82 FR 29759, June 30, 2017]\r\n\r\n<\/div>\r\n
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Sec. 300.5 Assistive technology device<\/strong>\r\nStatute\/Regs Main<\/a>\u00a0\u00bb\u00a0Regulations<\/a>\u00a0\u00bb\u00a0Part B<\/a>\u00a0\u00bb\u00a0Subpart A<\/a>\u00a0\u00bb Section 300.5<\/div>\r\n300.5 Assistive technology device<\/strong>.\r\n\r\nAn assistive technology (AT) device is..<\/b>.\r\n\r\n\"any\u00a0item, piece of equipment, or product, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with disabilities...\u201d\r\n\r\n(IDEA Individuals with Disabilities Education Act, n.d.).\r\n\r\n<\/div>\r\nConsideration and discussion of the learners' need for assistive technology is part of the IEP process.\r\n\r\n
\r\n\r\nDownload this resource from the U.S. Department of Education\r\n\r\nThe US. DOE (2024). Myths and Facts Surrounding Assistive Technology Devices and Services<\/strong> from https:\/\/sites.ed.gov\/idea\/files\/Myths-and-Facts-Surrounding-Assistive-Technology-Devices-01-22-2024.pdf\u00a0<\/a>\r\n\r\n
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In the Assistive Technology (AT) section of the disability summary, you will:<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nResearch and summarize at least six assistive technologies to support the student with a ____ disability.\r\n