When a clothes pin can be more than a clothes pin—Assistive Technology

For many people, the phrase ‘assistive technology’ conjures up images of elaborate high-tech devices that require a level of proficiency to use effectively. This may be true for some assistive technology devices including those that support individuals with compromised functional capabilities, allowing them to have greater independence. But not all assistive technology is high-tech. Assistive technology can be something as simple as a clothes pin used by a small child to improve their grip of a pencil, thus making it easier for them to write. Assistive technology covers a broad range of devices which can be high-tech, low-tech, or somewhere in between. These devices help individuals with physical functions including hearing, vision, speech, communication, mobility, and tasks requiring cognition. Anya Evmenova, professor in the Assistive Technology and Special Education programs within the School of Education at George Mason University recently discussed the importance of assistive technology and how it not only can help a student with a disability improve their physical functioning, but how it can serve as an instructional tool to augment learning.

Assistive Technology facilitates inclusivity in the classroom.

Advances in assistive technology over the last two decades have facilitated a more inclusive classroom. Today, inside a general education classroom it is common to find many students using assistive technology—but for different purposes. For some students, it will be for instructional support in reading, writing, math, or science. For other students, it will be for support in performing a task that they otherwise would not be able to complete because of an impairment affecting their hearing, vision, speech, or some other physical function. Previously, students with a physical or learning disability might be segregated from their classmates to work on an assignment because the specialized support they needed was not available in a general education classroom. Now, however, assistive technology has become mainstream. Many students in the classroom have laptops and different software applications are available to meet their specific needs with specialized features.

Universal Design for Learning allows a student to choose the supports they need.

Much of the assistive technology used as an instructional aid is developed around a model called Universal Design for Learning. Under this concept, the student is presented with assorted options and support from which to choose in performing a learning activity. One example is a technology-based graphic organizer (TBGO) which is a software application that helps students with drafting written compositions by providing embedded hints and tools such as videos or text suggestions to guide them in creating a cohesive, well-composed written narrative. Whether they need help with drafting an opening paragraph, organizing supporting statements, or constructing transitions between sentences, students can choose the TBGO supports specific to the difficulties they experience in the writing process.

Assistive Technology has a service component that is vital.

Not only has assistive technology become more advanced over the years, it has also become more affordable. Yet, in many situations students, teachers, and parents overlook the full range of benefits that assistive technology can provide. For example, consultation between the teacher and parents is necessary to ensure that the assistive technology aligns with a student’s Individualized Education Program. The assistive technology device then needs to be customized so that the student is comfortable using it in the classroom. Coordination with external services, such as speech or occupational therapy provided outside the classroom, is also necessary if the student will be using assistive technology within those settings. Finally, training the student, teacher, and parents on how to effectively use the device is essential. All these steps must be followed if the student is to derive the full benefits that assistive technology can provide.

Artificial Intelligence will change the landscape of Assistive Technology in the future.

Artificial intelligence (AI) promises to influence how assistive technology will evolve in the future. New research is focused on how the power of AI can be used to improve communication to allow for more authentic and natural conversations between people than is possible with existing Augmentative and Alternative Communication devices. There is also exciting research on the brain-computer interface where an individual with a disability can control a computer with their thoughts rather than through physical touch. In addition, the development of chatbots through which a student can engage in back-and-forth exchanges with an AI “being” can help generate ideas and enhance critical thinking skills.

To learn more about degree offerings in Assistive Technology and Special Education within the School of Education at George Mason University, please visit the program websites.