Assistive Technology

This area includes introducing and developing proficiency with the technology needed to access the general curriculum as well as social and leisure skills. Examples may include magnifiers, screen readers, accessibility features that allow students to access online learning, internet searching, calendars or homework organizers, as well as social media, communication with teachers and other students or friends.

An assistive technology assessment should be conducted by a team of professionals possibly including the teacher of the visually impaired, assistive technology specialist, orientation and mobility instructor, occupational therapy practitioner, and/or speech language pathologist. The results of this assessment will help identify what type of AT will be most beneficial for the student. Of course, age and academic requirements has an impact on what devices may be most appropriate.

CCTV with the word 'contains' blown up from student notes

    • Magnification to access games or activities

      • stand magnifier

      • electronic magnifier (e.g., Jupiter)

    • Allow students who will be learning Braille to explore a braille writer

    • Adapted kitchen utensils, signature guide, bill reader, etc. for pretend play

      • this provides early introduction to tools and strategies they may need later

    • Following an AT assessment, provide students with AT as indicated

    • OTPs can help students become independent with the use and care of this equipment

    • Introduce other needed adaptations or modifications for:

      • daily living skills and independent living skills

      • recreation and leisure activities

      • identification of classroom materials

    • Support this through

      • direct intervention with the student

      • indirect intervention through staff education

    • Electronic device (computer, tablet, phone) use becomes more common with use of

      • screen readers (JAWS, FUSION, NVDA)

      • Apple accessibility (Voiceover, zoom, talk to text, etc.)

      • general computer accessibility features (zoom, dictation, etc.)

    • Provide support to recognize what type of technology they require for certain assignments or activities

    • Promote independence with using internet resources to conduct research

    • Complex screen reader commands are required to access the internet successfully. OTPs can push into classes to help support this skill if indicated

    • Education about assistive technology or devices that are required for other ECC areas such as independent living skills, career development, or recreation and leisure should also be provided

    • Introduce or review AT required for job access

    • OTPs should be aware of this technology used for O&M and support its use during school navigation or community-based instruction

    • Teacher of the Visually Impaired

    • AT specialist

    • Special Education Teacher

    • General Education Teacher

    • Speech Language Pathologist

    • Physical Therapist

    • Orientation and Mobility Specialist

ECC Activities