Assistive Technology
Office of Special Education
Assistive Technology
Assistive technology provides access to programs and devices that assist students with disabilities to access the curriculum, along with student and teaching training. Students with visual, hearing, mobility, reading, writing and cognitive disabilities may be evaluated for assistive technology services and equipment. AT evaluations and services are accessed through a teacher or parent referral to the Office of Special Education. Technology can significantly impact learning, independence, self-esteem, and quality of life. For some students with disabilities, technology provides the only effective method for access to the general education curriculum and gives them the resources to actively participate with their peers or make progress toward their educational goals. By addressing the student’s unique needs, assistive technology can:
- Reduce barriers to learning;
- Assist students in progressing in their educational program;
- Provide equitable access to the State’s learning standards;
- Provide students with independence as they participate and progress along with their peers in school and in post-school living, learning and working; and
- Support increased social and environmental access and completion of everyday tasks.
Definition of Assistive Technology
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) mandates that school systems address assistive technology when it is required as part of a student’s special education services, related services, or supplementary aids and services. IDEA defines assistive technology as both a device and service.
“The term 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 a child with a disability” (P.L. 108-446, Part A, Section 602 (1)(A)).
The term does not include a medical device that is surgically implanted, or the replacement of such device (P.L. 108-446, Part A, Section 602 (1)(B)).
This broad definition includes a wide variety of items that might be considered as assistive technology devices. To make it easier for educators to identify tools and resources that a student may need, assistive technology is typically categorized into the following areas of need: physical, fine/gross motor, communication, sensory, academic, recreation/leisure, vocational, and self-help.
The following framework has provided a clear focus for the use of AT with students with disabilities:
Resources from New York State Education Department: