Assistive Technology: Going From “NO, I Can’t” to “YES, I Can”
Think of drawing a four circle Venn Diagram with overlapping circles representing the concepts of creating an inclusive classroom, ensuring that learning materials are accessible to all students, empowering students with confidence in their own abilities, and providing them an equal opportunity to learn. Now imagine that the area where all four circles intersect represents the concept of assistive technology. This is an accurate representation of the vital role that assistive technology can play in helping students with different learning abilities overcome the challenges they may face academically. For these students, assistive technology is the key that can change the belief they have in their own abilities from one of “NO, I can’t!” to one of “YES, I can!” and this can go a long way in helping them achieve success.
Assistive technology is any software or device used to improve the functional capabilities of individuals with disabilities in school, home, work, and community environments. In classrooms, the use of assistive technology tools such as digital text, audio books, text-to-speech devices, or augmentative and alternative communication devices help to make learning materials more accessible to students who have visual, physical, or learning impairments that make it difficult to access these materials in a standard format. This provides these students with more opportunities to engage with content in ways that support their individual learning needs, thus providing them with greater independence and confidence. Assistive technology facilitates a more inclusive classroom by enabling these students to participate in a general education classroom environment instead of the exclusionary practice of segregating them from “whole school” educational settings. Yoosun Chung, associate professor of Special Education in the Assistive Technology Program within the School of Education at George Mason University, recently shared her thoughts on how teachers can utilize assistive technology in the classroom.
The SETT Framework
A helpful model that teacher teams use when determining the type of assistive technology most appropriate for students is the four-part SETT framework, an acronym which stands for Student, Environment, Tasks, and Tools. The SETT framework was created by Joy Zabala as a tool to support collaborative decision-making on the use of assistive technology devices and services “that foster the educational success of students with disabilities.” A brief description of each component of the SETT framework and questions that can help educators navigate this process are provided below.
Student: What are the strengths of the student? What are their weaknesses? What challenges do they face? What are their needs? What methods does the student currently use for communicating? How are they currently performing in class?
Environment: What does the learning environment look like? What is the physical layout of the classroom? Is instruction delivered in small groups, whole class, or one-on-one?
Tasks: What activities and assignments do students need to complete in class? Will the assistive technology device being considered enable the student to complete the required task?
Tools: What assistive technology or resources can help the student succeed? Are both the student and teacher willing to be trained in how to use the assistive technology device properly and effectively? Are the family members of the student willing to be trained?
It is important for teachers to understand that an assistive technology device or support that works for one student might not be appropriate for another. Teachers must gather student feedback regularly and adjust as necessary. In addition, teachers should be aware that not all assistive technology needs to be sophisticated or expensive. In fact, assistive technology can be as simple as a pencil grip for a child who may be experiencing mobility or dexterity issues affecting hand movements. There is a wide variety of devices that can be high-tech, low-tech, or somewhere in between, depending on the individual needs of the student.
Tips to Ensure the Success of a Student’s Use of Assistive Technology
So, what should teachers do to ensure the success of a student’s use of assistive technology? Here are some tips:
- Stay informed about the latest developments in assistive technology devices. As technology continues to advance, so does the availability and performance of new and improved assistive technology devices. The lightning speed with which artificial intelligence is changing the educational landscape will certainly bring further enhancements to assistive technology in the future.
- Collaborate with other teachers and professionals including assistive technology specialists, speech and language pathologists, occupational therapists, and physical therapists to determine what may work best for the student.
- Empower students by giving them a choice of the assistive technology device they are most comfortable using and which fulfills their needs.
- Integrate accessible materials and assistive technology into daily lessons and the student's learning experience so that they become comfortable with using these supports as a normal and natural part of their daily routine. To accomplish this, teachers may have to adapt the curriculum according to the student’s individual learning needs.
To learn more about Assistive Technology degree offerings in the Special Education Program within the School of Education at George Mason University, please visit the program website.