Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard.

A formal, legal definition of assistive technology was first published in the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (The Tech Act). This act was amended in 1994; in 1998, it was repealed and replaced with the Assistive Technology Act of 1998 ("AT Act"). Throughout this history, the original definition of assistive technology remained consistent. This same definition was used in the Access Board's Electronic and Information Technology Accessibility Standards, developed as required by 1998 amendments to Section 508 of the Rehabilitation Act.

A tremendous variety of assistive technology is available today, providing the opportunity for nearly all people to access information technology (IT). However, an individual's having proper assistive technology is no guarantee of having access. IT accessibility is dependent on accessible design. IT products must be designed and created in ways that allow all users to access them, including those who use assistive technologies. ( Univ. of Washington, Access IT Dept.

How does one define someone that needs Assistive Technology who is not physically disabled?

Not only would someone with physical limitations/disabilities fall under the need of Assistive Technology, but people with learning disabilities would as well. Learning disabilites, however, are a more broad term to define and more difficult to pinpoint. The definition of someone with a learning disability is one that has difficulty processing information and sending signals to the brain. The reason it is so difficult to pinpoint for those who have learning disabilities is because they are often misdiagnosed. These people may have average intelligence, which can mask their learning disability. People may think that the person is a slow learner or has emotional or behavioral problems.

The most common learning disabilities

The most common learning disabilities have to do with math, reading and writing. Other common learning disabilities include attention, processing, reasoning and oral communication. These are just a few of the common learning disabilities. To see a full list please visit: Learning Disabilities

Learning Disabilities are often misunderstood or misdiagnosed

According to Gatfl.org, learning disabilities are misunderstood because of, "...its hidden nature--and there is no cure....Without reasonable accommodations, the person with learning disabilities is presented with innumerable barriers. The inability to demonstrate skills adequately results in poor performance evaluations, stress related health problems, and job instability, not to mention the unrealized productivity standards of the employer. Without appropriate education and training, there are few employment opportunities which allow advancement." And they are misdiagnosed because they are, "Thought to be a neurologically based nervous system disorder." But, "...learning disabilities are not the result of visual, hearing, and/or physical disabilities; mental retardation; emotional disturbance; acquired brain injury; ineffective instruction or lack of motivation to learn; cultural diversity; and/or socio-economic conditions. Learning disabilities can be genetic or acquired and may accompany other disabilities such as deficits in sight and hearing. They may also be the result of birth trauma, low birth weight, lead poisoning, fetal alcohol syndrome/effect, and long-term chemical dependence."

Assistive Technologies available for those with Learning Disabilities:

Below is a case study which involved an adult male who was diagnosed with a learning disability. This provides not only his case, but the resources that were available for him to make him learn at a normal pace. The case study was a resource of: Gatfl.org

Case Study - Writing

Name: Randy

Age: 36

Diagnosis: Learning disabilities, primarily affecting writing.

Randy was born and raised in Georgia. He has an older brother who had few learning problems and completed high school. Recently divorced, Randy is currently living with his parents, both of whom work and have high school diplomas. Randy was never successful in school. He repeated the fourth and sixth grades and dropped out when he was in the eighth grade. He is practically a nonreader and has extremely limited writing skills. He realizes that his learning problems are partly to blame for his failed marriage. He had to depend on his wife to complete job applications for him, to handle all household budget matters, to read restaurant menus, etc. They delayed having children while Randy searched for a job that would be secure and steady enough to support a family. 

The most successful job Randy has ever had is driving a Mac truck for a local trucking company. He has had difficulty with this job, however, because of his lack of writing skills. He relies on his good memory to get directions from people along the way because he cannot read a map, and he has developed many creative ways to get people to read road signs and other roadside information for him. He has made many mistakes through the years, however, and the trucking firm is calling on him less and less to drive.

Randy and his father have recently gone in together to buy a convenience store near their house. The plans are for Randy to run the store, with his father helping as needed. Randy very much wants to be successful in this new job venture, so he has come to your Adult Basic Education class to increase his writing skills. He feels that his math skills are adequate.

A screening interview seems to indicate that Randy is of average intelligence. His oral communication skills are good. He seems very personable and motivated.

Spelling ability was at a third grade level. While reading recognition was at a 7th grade level, Randy was extremely slow at decoding. Reading comprehension was at third grade level, possibly because he read so slowly.

How will you help Randy increase his reading and writing skills so that he can run his store and become less dependent on others?

Strengths:

• Randy has good memory and is of average intelligence.

• Tests indicate adequate math skills.

• His oral communication skills are good.

• He is personable and motivated.

Weaknesses:

• Randy demonstrates poor writing skills.

• His spelling ability remains at the third grade level.

Problem: Writing Skills

• Low Technology Solutions

  • Pencil grip

  • Writing paper with dark lines

  • Colored paper

  • Lined paper

  • Pocket dictionary

  • Print rather than cursive writing

  • Peer note taker

  • Plastic writing guides  

     

    Assistive Devices

• Portable word processor

  These easy to use, portable keyboards may be used across environments. A built-in word processor permits students to create, edit, and store text. Information may be downloaded to a computer via a connecting cable. Some models allow students to print directly to a printer. Some models have speech feedback options, and some contain spell checkers.

Sample Models

Alpha Smart Pro 2000 (Intelligent Peripherals)

• Computer-Based Applications

  • The computer eliminates handwriting problems.

  • Proofreading is easier because the text is more legible.

  • The writer may experience less frustration than with the difficulties some writers feel, including anxiety, when they use pen and paper.

  • The writer may experience fewer difficulties with vocabulary (and thinking) based on fear of making mistakes.

  • Spelling and mechanics can be de-emphasized and moved to the end of the writing process.

  • Outlining and organization are made easier by cutting and pasting.

     

• Word Processing Programs

  • Provide tools for creating, editing, and saving text;

  • Spell checking, thesaurus and grammar checkers are useful during the editing process.

  • Style aids help analyze the structure of the text.

  • May permit user to create and store macros.

Sample Programs

Microsoft Word (Microsoft)

Word Perfect (Corel)

• Talking Word Processing Programs

  • Read aloud text entered by the student through the use of a speech synthesizer or sound card;

  • Are especially beneficial to student when editing work;

  • aid in detecting errors.

Sample programs

textHelp! (Lorien Systems NI Ltd.)

WriteOutloud (Don Johnston)

• Word Prediction /Abbreviation Programs

  • Reduce the number of keystrokes that the student must input, thereby reducing the effort in producing written communication;

  • Are used in conjunction with a word processing program;

  • Predict words that the student wishes to write based on the first letter of the word typed by the student.

Sample Programs

Co:Writer (Don Johnston)

textHelp! (Lorien Systems NI Ltd.)

• Writing Aids

  • Outlining and process programs are useful in pre-writing

Sample Program

Inspiration (Inspiration Software)

• Desktop Publishing Programs

  • Desktop publishing programs provide a tool for combining text and graphics in a variety of formats.

  • They are useful in producing reports, newsletters, etc.

Sample Program

Writer's Blocks (Ashley Software)

Writer's Helper (Prentice Hall/New Horizons)

• Voice Recognition Systems

  • This computer-based solution permits the student to enter text into the computer through speech. The student wears a headset with a microphone attached to the computer. An audio card receives the spoken information which is then translated into text and displayed on the screen. Editing and command control is available through voice with Dragon Dictate.

  • This solution is appropriate for students who have poor written communication skills but who have consistent speech and average reading abilities.

Sample Programs

Dragon Dictate (Dragon Systems, IBM)

Kurzweil 3000 (Kurzweil Applied Intelligence, Inc., IBM)

Power Secretary (Articulate Systems, MAC)

 

 

In Conclusion, Assistive Technologies are available to not only the hearing or sight impaired, physically handicapped, but those with learning disabilities as well. Below are links for resources as well as terminology and explanation for assistive devices such "Closed Captioning" for television and scanners for the hearing impaired.

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Sections	Assistive TechnologyTechnology in the ClassroomThe Technology Center This page of the Parents Community's Kids with Special Needs section offers a more basic set of assistive technology resources.   Here you'll find Education Worlds technology related articles. Browse the archives and check back for our new weekly content.   This center is devoted to educational technology, and has special sections for students, teachers, and administrators.
Reviews	The ERIC Clearinghouse on Disabilities and Gifted EducationEqual Access to Software and InformationNCIP - National Center to Improve Practice in Special Education The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) provides access to professional literature, information, and resources on the education and development of individuals of all ages who have disabilities and/or who are gifted.   The EASI Web site is an excellent resource to learn more about using adaptive technology to empower students with disablities in mainstream, special classroom, and workplace environments. EASI includes live Webcast interviews, articles, and other resources.   This is the Web site of The National Center to Improve Practice (NCIP), which promotes the use of technology for improved education for students with physical, mental and social disabilities.
Database	Special Education: Assistive Technology Organizations

Assistive Technologies in Television and Other Resources

One of the most ubiquitous example of Assistive Technology is the "Closed Captioning" features that we see on television.

Closed captioning** is a term describing several systems developed to display text on a television or video screen to provide additional or interpretive information to viewers who wish to access it. Closed captions typically display a transcription of the audio portion of a program as it occurs (either verbatim or in edited form), sometimes including non-speech elements.

Terminology

The term "closed" in closed captioning indicates that not all viewers see the captions — only those who choose to decode or activate them. This distinguishes from "open captions" (sometimes called "burned-in" or "hardcoded" captions), which are visible to all viewers.

Most of the world does not distinguish captions from subtitles. In the United States and Canada, these terms do have different meanings, however: "subtitles" assume the viewer can hear but cannot understand the language, so they only translate dialogue and some on-screen text. "Captions" aim to describe all significant audio content — spoken dialogue and non-speech information such as the identity of speakers and their manner of speaking — along with music or sound effects using words or symbols.

The United Kingdom, Ireland, and most other countries do not distinguish between subtitles and closed captions, and use "subtitles" as the general term — the equivalent of "captioning" is usually referred to as "Subtitles for the hard of hearing". Their presence is referenced on screen by notation which says "Subtitles" or "Subtitles 888".

Application

Most commonly, closed captions are used by deaf or hard of hearing individuals to assist comprehension. They can also used as a tool by those learning to read, learning to speak a non-native language, or in an environment where the audio is difficult to hear or is intentionally muted. Captions can also be used by viewers who simply wish to read a transcript along with the program audio.

In the United States, the National Captioning Institute noted that 'English-as-a-second-language' (ESL) learners were the largest group buying decoders in the late 1980s and early 1990s before built-in decoders became a standard feature of US television sets. This suggested that the largest audience of closed captioning was people whose native language was not English. In the United Kingdom, of 7.5 million people using TV subtitles (closed captioning), 6 million have a hearing disability^{[citation needed]} ( wikipedia)