Assistive Technology refers to any device or system that helps to improve the functional capacity of people with disabilities. In education, this increasingly refers to computer-related applications. AT can now make it possible for people with disabilities to do more for themselves, to perform some of the functions that were previously difficult or impossible because of impairment. A pupil who cannot speak, for example, may now communicate through a portable device that will produce electronic speech and a pupil who does not have hand function can now write with the aid of a computer and accessories. These simple examples demonstrate the enormous potential of available technologies, many of which are neither complicated nor expensive.
Assistive technology is a very broad field and may range from the very simple to the very complex. For the sake of description, it may be divided into high, medium and low-tech categories:
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'low-tech' refers to unsophisticated and largely non-electronic devices, such as widened pencil grips, Velcro fasteners or book holders. |
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'medium-tech' devices are more complicated but are used by those with some degree of independent functioning. Adaptive computer peripherals, such as alternative mice or keyboards, will usually come within this category. |
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'high-tech' devices include sophisticated communication and environmental control systems. At this end of the AT range, considerable specialist training and support will be necessary, and those with little independent functioning or communication ability will be the main users. |
The range of assistive technology devices, manufacturers and distributors is constantly changing and this guide could not aspire to give adequate descriptions of all the options. However, it is hoped that it will be a starting point and reference, and will provide enough basic information to help make informed decisions on how to proceed with finding the most appropriate solutions for individual pupils.
It is also hoped that this guide will focus attention on the necessity to address the range of needs that have to be considered if technology is to find an appropriate 'fit' within the life of a pupil and school. These may include assessment, training, on-going support, the characteristics of the school and, above all, the pupil. Where the full benefits of the technology can be realised it can be enormously advantageous for the pupil by liberating them to achieve their optimum potential. Such a result can also be a most rewarding experience for everybody concerned.
This publication was produced by the SOLAS project, based in Boherbue Comprehensive School, Co. Cork. SOLAS has been exploring the use of ICTs in meeting the special needs of pupils with physical and sensory impairments in mainstream schools since 1997. SOLAS is being funded by the Department of Education and Science through the Schools IT2000 initiative, and, specifically, through the Schools Integration Project (SIP) of the National Centre for Technology in Education (NCTE). SIP projects are intended to help determine models of good practice for the use of ICTs across the Irish education system and SOLAS SIP is piloting a regional system of assistive technology provision and support.
Enabling Technologies is especially concerned with finding a workable 'fit' for appropriate technologies within the life of the pupil and school.
Rather than replace specialist advice, this guide is intended to provide a reference and overview of AT as a step in identifying options for individual pupils.
