Stephney Davis EDU 620 Dusty Clark September 29, 2014

According to National Dissemination Center for Children with Disabilities, The Assistive Technology Act was first passed by Congress and signed by the President as the Technology-Related Assistance Act of It’s often called the Tech Act for short and has been reauthorized in 1994, 1998, and The most current version of the Act is authorized through 2010 (Relton, 2005, para. 3-4)

Assistive technology helps students with disabilities do things more quickly, easily, and independently. It supports devices such as assistive technology evaluations, technical assistance, equipment maintenance, and training. In addition, it can provide accommodations, modifications or adaptations made to the environment, curriculum, instruction, or assessment practices. As inclusive schools become the norm, creative curriculum design may depend on assistive technology.

“The Tech Act is intended to promote people’s awareness of, and access to, assistive technology (AT) devices and services. The Act seeks to provide AT to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing field with other members of their communities. The Act covers people with disabilities of all ages, all disabilities, in all environments (early intervention, K-12, post- secondary, vocational rehabilitation, community living, aging services, etc.” (Relton, 2005).

In the past, students with disabilities have had no way to learn. Many teachers have tried their best; in many cases that was insufficient in caring for the needs of the disabled student. Technology has changed that! It has greatly enhanced the ability of a disabled student to learn by introducing methods that are more suited to disabled students than a human being is able to provide.

The impact has become the backbone of advancement and learning for those who previously have been passed over and ignored in traditional classrooms. Students with physical, mental, and emotional disabilities have been given tools which have enhanced their learning abilities.

Teachers have consistently worked to provide different ways of learning for students who learn in different ways. The impact of technology on education has been superficial. Computers have become a critical literacy tool in our culture. Once assistive technology is properly incorporated into the classroom, students are provided with numerous means to complete their work and focus on achieving academic standards.

“A student with poor vision might use enlarged text. A student with motor difficulties might use an enlarged, simplified computer keyboard. A non- verbal student can be the “caller” for a game of “Red Light/Green Light” by using a talking switch. For students with disabilities that interfere with their communication, learning, social relationships or active participation, assistive technology supports their participation in learning experiences in the least restrictive environment. Assistive technology can be the lifeline that increases a student’s opportunities for education, social interactions, and meaningful employment” ( National Dissemination Center for Children with Disabilities, 2013).

 Maximize independence in academic and employment tasks.  Participate in classroom discussion.  Gain access to peers, mentors, and role models.  Self-advocate  Gain access to full range of education options.  Participate in experiences not otherwise possible.  Succeed in work-based learning experiences.  Secure high levels of independent learning.  Prepare for transitions to college and careers.  Work side-by-side with peers. (Martin, 2005)

The administration of the Act remains the responsibility of the Department of Education and the Rehabilitation Services Administration is now responsible for overseeing the AT Act. AT Act funds cannot be used to directly pay for devices for individuals but can be used to support and run programs that make it easier to access devices (Bausch, Mittler, Hasselbring, & Cross, 2005, p ). In supported alternative financing programs, federal funding can be used to create: a) a low-interest loan fund; b) a revolving loan program in which funds used to repay old loans are recycled to finance new ones; c) a loan guarantee or insurance program which enables individuals to obtain loans because repayment is guarantied by the Alternative Financing Program, even if the borrower cannot repay loan; d) an interest buy-down loan program where the Alternative Financing Program uses its funds to buy-down the interest rate of the loan to a more affordable rate (p. 63).

“The statute of the Tech Act is the bill that was passed by Congress into law and signed by the President. The most recent reauthorization took place in 2004 as Public Law Officially, this last reauthorization of the Act is called The Improving Access to Assistive Technology for Individuals with Disabilities Act of 2004”(National Dissemination Center for Children with Disabilities, 2013).

In 1993, the National Council on Disability (NCD) released one of the first studies on assistive technologies for individuals with disabilities that proclaimed: About 76% of children who received AT were able to remain in a regular classroom, and about 45% were able to reduce school-related services (Martin, 2008, p. 205). Technology helps students with disabilities on many different levels. It can help them accomplish tasks like: Master grade-level content. Technology presents the material in different forms (visually, auditorially, etc.) Technology can enable students with learning disabilities or autism to do such things as develop a concept map for a research paper and write using grade-level vocabulary or words they otherwise wouldn't use without a computer due to poor spelling skills (Martin, 2008, p. 210).

The universal design for learning approach is tied to modern technology. The UDL approach makes technology available to all students and allows them to choose the media that supports their own learning. UDL provides for curriculum that is structured in advance and presented in as many formats as possible. UDL encourages multiple means of expression in the demonstration of understanding, as well as multiple means of engagement. UDL provides the flexibility in the curriculum to meet students’ diverse learning characteristics and styles and allow them to be incorporated into the learning process “ Assistive technology, universal design, and universal design for learning shift the focus and consider the goals for learning, the learning materials, the instructional methods, and the learning assessments” (Martin, 2008).

In order to improve student learning the approaches should include:  technology used as a tool to enhance productivity, engagement and performance;  technology used for research, organization, collaboration, and expression;  technology used to improve access, participation, and progress;  technology used for discovery and to act upon accessible content to expose patterns and meaning; and  technology used to transform flexible content to preferred media

“Inclusion is the provision of services to students with disabilities, including those with severe impairments, in age- appropriate general education classes, with the necessary support services and supplementary aids to assure academic, behavioral, and social success. An Individualized Education Program (IEP) must be completed for a student with disabilities, to meet the student’s unique needs and determine what assistive technology is necessary for the student to be successful” (Cavanaugh, 2010, para.1-2).

Inclusion of Students with Disabilities

As an educator, my position for fostering assistive technology to provide full inclusion for my students with disabilities is to make sure my classroom environment is inviting for students to learn and feel safe. Creating curriculum that all of the students will benefit from while incorporating tools and teaching methods that would give the students with needs the individual attention he/she deserves. In addition, by fostering AT in student learning, it will allow students to take control over their own learning experience and feel empowered to be apart of learning.

My position on AT in employment for students is beneficial to the employer and employees. I feel I could help employees with disabilities perform job tasks that might otherwise be difficult or impossible. AT includes products such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist employees with disabilities in accessing computers or other information technology (IT) products and services. Examples of AT products and devices utilized in the workplace include:  A keyboard with large keys or a special mouse that allows a sales executive with limited hand function to operate a computer.  Software that reads text on a screen, in a computer-generated voice, for a database developer who is blind.  Computer software that enlarges screen content for a recruiter with low vision.  A TTY (text telephone) device for a Chief Financial Officer who is deaf.  A device that speaks text out loud for a researcher with speech impairments as he or she types.

Assistive technology helps to level the playing field for individuals with disabilities by providing them a way to fully engage in life's activities. Students may use AT technology to travel, participate in recreational and social activities, learn, work, communicate with others, and much more. Here are several examples of AT that enable people with disabilities to enter into the community and interact with others.  For greater independence of mobility and travel, people with physical disabilities may use mobility aids, such as wheelchairs, scooters, and walkers. Adapted car seats and vehicle wheelchair restraints promote safe travel.  Hand-held GPS (global positioning system) devices help persons with visual impairments navigate busy city streets and use public transportation.  Building modifications at work sites, such as ramps, automatic door openers, grab bars, and wider doorways mean fewer barriers to employment, businesses, and community spaces, such as libraries, churches, and shopping malls.  Special computer software and hardware, such as voice recognition programs and screen enlargement programs, enable persons with mobility and sensory impairments to carry out educational or work-related tasks.

 Bowling balls with hand-grips and one-handed fishing reels are a few examples of how technology can be adapted for sporting activities. Light-weight wheelchairs have been designed for organized sports, such as basketball, tennis, and racing.  Adaptive switches make it possible for a child with limited motor skills to play with toys and games.  Accessibly designed movie theaters provide closed captioning and audio description for moviegoers with hearing and visual difficulties.  Devices to assist a person with daily living tasks, such as cooking, dressing, and grooming, are available for people with special needs. For example, a medication dispenser with an alarm can be set to remind a child to take daily medication. A person with use of only one hand can use a one-handed cutting board and a cabinet mounted can opener to cook meals with improved independence and safety.

Assistive Technology Act will impact changes in my teaching and learning because I want to be able to give all my students the chance they deserve. One of the assistive technologies I will utilize are computer-assistive technology. “Computer- assistive technologies provide a wide range of modifications that make it possible for many disabled persons to attend school or college (either traditional brick or click online education) and to secure gainful employment” (Dove, 2012, p. 24). Some examples of this type of assistive technology are computers and iPads. I will also modify my lessons to accommodate all my students. I will have activities for all students that are appropriate for their level of learning.

Low-Tech:  Communication- eye gaze board  Studying- print or picture schedule  Reading- book adapted for page turning (page flutters)  Math- abacus/math line Mid-Tech:  Communication- simple voice output device  Studying- recorded material (lessons, books)  Reading- talking electronic devices for single words (reading pen)  Math- talking calculator or large-key calculator High-Tech:  Communication- Device with speech output for typing  Studying- iPad or PDA devices  Reading- iPad or tablet  Math- math software

Bausch, M.E., Mittler, J.E., Hasselbring, T.S., & Cross, D.P. (2005). The Assistive Technology Act of 2004: What Does It Say and What Does It Mean? Physical Disabilities: Education and Related Services, 23(2), Retrieved September 28, 2014 from, ERIC Database. Cavanaugh, T.W. (2010). Assistive Technology and Inclusion. Retrieved September 28, 2014 from, Dove, M.K. (2012). Advancements in Assistive Technology and AT Laws for the Disabled. Delta Kappa Gamma Bulletin, 78(4), Martin, S.S. (2008). Special Education, Technology, and Teacher Education. Retrieved September 28, 2014, 2014 from, National Dissemination Center for Children with Disabilities (2013). Assistive Technology Act. Retrieved September 28, 2014 from, Relton, J. (2005, January). Policy issues: The Assistive Technology Act of