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Basics of Assistive Technology

• Episode 200

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🎉Today we're celebrating a big milestone—it's our 200th episode! 🎉

This March, we're exploring the important, but sometimes confusing, topic of Assistive Technology in education. Today we cover the basics of assistive technology—what it is, why it can seem confusing, who’s responsible for it and how we can better address it in our IEPs.

Listen in as we:

  • Breakdown the definition of AT to more easily understand it
  • Discuss examples in our own everyday lives
  • Clarify why AT can seem confusing and how it integrates into the educational system
  • Review the legal obligations of including AT in IEPs

We also focus on emphasizing a TEAM-approach for deciding on and implementing AT that involves general and special educators, the student, parents and building administrators.

When we know better...we do better!


I think you'll find a nugget or two in this special episode on Assistive Technology.

Remember, the process of integrating AT isn’t just about adding technology into an IEP; it's about creating an inclusive, supportive framework that adapts to the unique needs of each student. It’s about making sure every voice at the table is heard in the decision-making process and to continuously advocate for resources and training that enhances the implementation of the AT plan.

Hey special educator…Do you feel like you're just barely keeping your head above water? Like you're stuck in the same old routines, wondering how to make a bigger impact in your classroom? Well, I’ve got something special just for you. I’m excited to offer a unique opportunity to take your teaching to the next level.  I’m ready to step outside my district to offer individualized coaching calls designed to offer person

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Speaker 1:

Well, hello and welcome back to a new month on Special Education for Beginners podcast. I'm thrilled to share that today marks a significant milestone for me it is the 200th episode of the podcast. Thank you so much for joining me on this journey, whether you've been here from the start, when it was SPED Prep Academy podcast, or you are just tuning in. Your support and engagement have helped me reach this moment and I can't wait to explore more special education topics with you During the month of March. We are diving into the world of assistive technology and I cannot wait to explore this topic more. Today, we are covering just the basics of assistive technology what it is, why it can seem so confusing, who's responsible for it and how we can better address it in our IEPs. Next week, I'll be joined by a guest to discuss a specific company that was referred to me by Dawn from Be the Exception podcast and I absolutely loved chatting with their CEO. I'm thrilled for you to hear about their innovative approaches and the passion their CEO brings to the topic of assistive technology for children. In the third episode of the month, I'll have a conversation with a professional from my learning network, as my district has partnered with them to enhance our training on sustainable assistive technology practices. This has definitely been an area throughout my career that I've never had much opportunity to go deep with, and being able to receive training myself has been very valuable. Finally, on the last episode of the month, I will give you an application episode where you can take everything that you've learned and put it into action. We will talk about conducting AT evaluations, integrating AT into the IEP based on student needs and navigating an AT resource bank to clarify common misconceptions, because I know my staff doesn't always know what constitutes AT and what doesn't. So I'm making a toolkit so you don't have to struggle with AT anymore. So, yeah, we've got a full month ahead, so let's get started on the basics of AT.

Speaker 1:

Hey, special educator, are you overwhelmed by the absurd amount of paperwork on your to-do list? Do you wish you had the skills to build a rock solid team with your staff? No-transcript who has walked in your shoes through each of these challenges? And yes, I have the metaphorical blisters to prove it. I have cried your tears and felt your pain, and now I'm here to support you in the way I wish someone would have been there to support me. Listen in each week as my guests and I dish out practical wisdom to help you handle all the classroom curveballs that are thrown at you and learn how to laugh in spite of the chaos, to celebrate those small yet significant victories that only a special educator can understand. So are you ready? Wipe your tears and put on your superhero cape, because together we are going to learn how to survive and thrive in the ever crazy, completely overwhelming laugh sodon't-cry. Profession of being a special education teacher.

Speaker 1:

All right, let's start by tackling a common question what is assistive technology? Through my learning and my experiences, I've come to realize that we may be trying too hard to pin down a specific definition, and often it's the word technology that is throwing us off. So let's just start with the word assistive. At its core, anything that assists someone could be considered assistive. In the context of education, it's about facilitating and enhancing the learning experience for students who face various challenges. These can be as simple as a pencil grip that helps with writing, or as complex as eye gaze technology. The key takeaway is that assistive technology doesn't have to be high tech. It's anything that aids in making daily tasks more accessible and achievable for those with disabilities, by broadening our understanding of what can be considered assistive. We can start to see that many tools and strategies that we already use in our classrooms fall into this category, without us even labeling them as such. And this inclusive approach helps us understand that assistive technology is not just about specialized devices or software. It's about support and accessibility in the broadest sense.

Speaker 1:

So think of yourself. Do you wear glasses? Do you, or someone you know, wear hearing aids? My father-in-law just got new hearing aids. How about that talk-to-text software that you use to write a text? How about that GPS navigation system in your car or on your phone? Do you have a smartwatch that tracks your heart rate or counts your steps? All of those things assist us in our everyday lives. They make the world more accessible.

Speaker 1:

When you put it into terms of education, the concept of assistive technology takes on an even more vital role. Educational tools like audiobooks can help students who struggle with reading. A pencil grip and a slanted writing surface can assist a student who struggles to write. Interactive educational software can assist a child with reading or spelling who cannot speak. These tools aren't just about compensating for a deficit. They're about enhancing accessibility and engagement. They empower our students to overcome barriers to learning and they make participation in the general education setting more reachable.

Speaker 1:

Assistive technology in education therefore doesn't just include what we think of as technology, but instead it should be viewed as any tool or resource that bridges the gap between a student's potential and their current ability to achieve academic success. So by broadening that definition of what can be assistive technology, we open up so many more possibilities for supporting diverse learning needs, and it encourages us to think creatively and inclusively about how we can make education accessible to everyone. My special education director did an in-service with the admin in our district a few weeks ago where he gave a list of a whole bunch of different things and he asked them to circle everything that was considered assistive technology, and a few of the former special education teachers kind of caught on and they are like any of this. Any of this could be considered assistive technology. So I think we need to do a better job of opening up our mindset to think more creatively about how we can support students. Okay, so now that we have a better understanding of what AT is, let's talk about who is responsible for making the decisions.

Speaker 1:

Well, let me back up just for a second. Before we talk about who is making the decisions. You must know that it has to be addressed on the IEP. According to the Individuals with Disabilities Education Act, or IDEA, every IEP team must consider the assistive technology needs of the student. This means that during IEP meetings there has to be a discussion, not just the checking of a box, about whether specific assistive technology devices or services are needed for the student to receive a free, appropriate public education. Okay, now back to the who Hear me when I say this Evaluating the need for assistive technology and making decisions of what each individual student needs is not the sole responsibility of the special educator.

Speaker 1:

Let me say it again Evaluating the need and making the decisions is not the sole responsibility of the special educator, and I know from experience that when I would get to this section of the IEP, the whole table would look to me to dictate what should be included, and that's almost always how it was handled. If the student read significantly below grade level, I would choose text-to-speech, and that was usually the end of the conversation. If an occupational therapist was providing OT services, they would often chime in and add a few things that the student could benefit from, and I feel like OTs, or at least the ones that I've worked with have a better understanding of assistive technology. But that was usually it. There was no input from the student themselves, no input from parents, no input really from the general education teacher and definitely no input from the admin. But I'm not assigning blame. I live by the phrase when you know better, you do better.

Speaker 1:

So it's important that we set an expectation for the IEP team to collaboratively evaluate the need for assistive technology. This means everyone parents, gen ed teachers, specialists, paraprofessionals. Actually their input is critical because many of them are with the students way more than the special educator is and they see firsthand where that student could benefit from some AT, and then even administrators. Everyone should contribute. When we make it a team expectation to assess and choose AT solutions together, we ensure we aren't just checking a box or filling out a section in a document, but instead we are genuinely understanding and implementing tools that will enhance the student's educational experience. And by involving everyone we can cover all bases and ensure that the selected assistive technologies are truly in the best interest of the student. The selected assistive technologies are truly in the best interest of the student. I feel like this approach empowers each member of the team to bring their unique perspective and expertise to the table, leading to more informed and effective decisions.

Speaker 1:

And then the last thing I want to address in today's episode is how to better write AT into our IEPs. Not only do we need to discuss it, but we also need to know how to document it and implement it effectively within our IEPs. Not only do we need to discuss it, but we also need to know how to document it and implement it effectively within the IEP framework. So first, it's important to be specific. Instead of just noting that a student requires assistive technology and checking that little box, I want you to detail exactly what type of technology is needed and why. For instance, if a student benefits from text-to-speech software due to a reading disorder, make sure you are listing how and when it should be used and the expected outcomes that this support aims to achieve.

Speaker 1:

Once you've written it into the IEP correctly, ensure that there is a plan for training and support and write that into the IEP in the Supports for School Personnel section. This includes training for the student to use the technology, as well as for any educators or staff members who work with the student who will assist in implementing and supporting the use of the technology. Indicate who is responsible for providing that training and how often it should occur. Finally, review and update regularly. Assistive technology needs may change as the student grows or as technology advances. Assistive technology needs may change as the student grows or as technology advances. Regular assessments and updates to the IEP section on assistive technology will ensure that the student continues to have access to the most effective tools, or you can go backwards and take something off that the student no longer needs. By addressing these points, we ensure that the assistive technology components of the IEP are an integral part of a student's education plan.

Speaker 1:

Okay, that's it for today's episode. I hope you now have a clearer understanding of assistive technology's broad spectrum and its critical role in a child's education. Remember, the process of integrating AT isn't just about adding technology into an IEP. It's about creating an inclusive supportive framework that adapts to the unique needs of each student. It's about making sure every voice at the table is heard in the decision-making process and to continuously advocate for resources and training that enhances the implementation of the AT plan.

Speaker 1:

Next week, I'm joined by Brian Baggs, ceo of RoboKind, who brings a new perspective on innovative AT solutions. Thank you for joining me today. I hope you have learned some valuable insights and feel inspired to engage more deeply with assistive technology in your educational practices. For more insights and updates straight to your inbox, make sure to sign up for our newsletter. You'll get exclusive content, discounts on new resources, reminders about upcoming episodes and free tools to support you as a special educator. It's the best way to stay connected and informed about the latest trends and tools in special education. Just head over to wwwspedprepacademycom slash podcast that's S-P-E-D-P-R-E-P-A-C-A-D-E-M-Ycom slash podcast and sign up to be a part of the special education for beginners family. See you next week.