Introduction to Assistive Technology

Ellen Hoffenberg-Serfaty, Learning Center for the Blind

A mini-course on:

  1. What is assistive technology?
  2. Why should students use assistive technology?
  3. Who needs assistive technology?
  4. What kinds of AT are there?
  5. How do you match students with AT?
  6. Where can I find some simple programs to start with?
  7. What are some adaptive techniques for using the internet and complex material?
  8. Some advice
  9. How do I promote learner independence?
  10. Where can I learn more?
  11. Share your experiences.

  1. What is assistive technology?

    Assistive technology is "any item, piece of equipment or system that helps bypass, work around, or compensate for learning difficulties."
    • It can be hi-tech or lo-tech.
    • It "works around" learning problems, instead of trying to solve them.
    • It can be hardware or software or a piece of equipment.
    • It shouldn't be confused with educational or instructive hardware.

    Find out more about what AT is:
    Go to Assistive Technology -- An Overview". This is the third edition of Schwab's guide, and well worth downloading.
    Go to LD On-Line's "Taking the Mystery Out of Assistive Technology: Tools"

    Back to the Top

  2. The "Why". . .

    Go to LD On-Line's "Taking the Mystery Out of AT:
    Why Should Persons with Learning Disabilities Consider Using Assistive Technology?"
    Go back to Schwab's to the Assistive Technology Guide: chapter on "Use"

    Back to the Top

  3. The "Who". . .

    When we think of assistive technology--screen readers, voice dictation, etc.--we think of students with learning disabilities.
    But are these the only students who can benefit from AT? They are the obvious choice, but...

    Take a look at this material, and think about how many of your students fit within the definition of special needs.
    Go to ETNI's Special Needs Section Who Are Students with Special Eduational Needs?
    And keep going. . .Who are SEN Students
    And make sure you check out the current definition of special needs: A Proposed Definition for SEN Students for our Curriculum in Israel

    Back to the Top

  4. Kinds of AT

    There are currently several types of AT and different ways to describe them.

    For example, the Schwab AT Guide discusses Writing, Reading, Math, Listening, Organization & Memory Tools. Check some of these out.

    The LD On-Line Tech Guide organizes this somewhat differently. Because this guide is an on-line resource, it is likely to be kept up-to-date with new technologies.

    Still another organization system involves a wider range of technologies: SNOW--Special Needs Opportunities Window--is one of the best resources on the web for working with students with special needs. Using the terminology Adaptive Technology they provide detailed information on AT.

    Back to the Top

  5. How do you know which technology is best?

    According to Schwab's AT guide it depends on the specific child, setting and tasks: Selection

    However, "matching" technology should be done in a professional manner. In many countries, students are assessed for learning difficulties. And individual educational plan (IEP) is developed in the America, for example, which includes the type of AT recommended by a team of professionals.
    AT professionals will often use a very detailed, comprehensive process to determine the best ways to assist a child in the learning process. For example, take a look at the Matching Person and Technology samples, and other resources. Or some of the Technology Assessments used by the Texas School for the Blind and Visually Impaired.

    Back to the Top

  6. Where do I start?

    Many teachers, when faced with the arduous task of making tapes for students who have learning disabilities, will try to download, install and use a text-to-speech program, often called a text or screen reader. Although I will provide links for some of these kinds of programs that are offered for free on the net, I rarely begin the process of introducing AT with these types of programs. I generally prefer to begin with a program that will help students become more independent, can be used by a wide range of students, and focuses on language learning skills that are essential: using a dictionary. Babylon fits these descriptions because with the addition of their text-to-speech tool and glossary builder, as well as careful exploration of the options and their use by different students, it can enhance and improve any student's reading abilities.

    If Babylon is currently installed on the computer that you are using, go to this section to begin your exploration: Exploring Babylon
    If you need to download Babylon, start here: Module 4: Babylon--the Dictionary!

    Text-to-Speech (TTS) Programs

    If you have worked carefully through the references for Babylon, you can see how a simple on-line dictionary can become a partial solution for students who needs words or phrases "read" to them.

    But there are obviously many students that will need professional programs that read text, and often, for those who are blind or visually impaired, have severe dyslexia problems, are just learning to read or have temporary disabilities, a screen or text reader is an important solution.

    I would encourage teachers to begin the process of acquainting their school administrators, coordinators and technicians with AT before beginning the process of using AT in your computer labs. Several Israeli companies have begun adapting TTS programs that offer more complete solutions. Take a look at Zoom Text, which has been adapted for use in Israel, and some of the ways in which we use this program at the Learning Center for the Blind.

    Free or inexpensive programs

    The Adaptech Project from Dawson College in Canada publishes many reports, and advice about AT programs, especially for post-secondary education. Free TTS (text readers)

    Help Read--it keeps getting better and better!

    And here are some programs that teachers in Israel are experimenting with:
    Readplease and Text Aloud

    What about Hebrew TTS?

    (Dates May 2002): Good news on the horizon. Keep your eye on developments with Melingo, Israel's newest and improved text-to-speech, and Kibbutz Gash--one of the companies in Israel that has been specializing in AT solutions for blind, visually impaired and dyslexic people. At our Center, we are experimenting with new software that blends English and Hebrew, as well as other languages, along with magnification, and other important features.

    Back to the Top

  7. Adaptive techniques

    Assistive technology is important. Very! But it is not the whole story.

    There are some very simple and easy-to-learn techniques that students can master with their computers and regular software programs, like Office.

    But before we find out about this, let's spend some time reading one of the most significant and early reports about adapting material for students with special needs.
    Go to Internet: An Inclusive Magnet for All Students
    Well-worth downloading the whole booklet. Don't miss General Guidelines for Success which can provide you with many easy options for adjusting computer and program settings.

    Now let's visit some adaptive techniques that are accessible on almost every computer, and easy to use.

    • Taking Control.
      The first step: teaching students how to take control of their computers!

      Join a special on-line course with ORT teachers where we are learning the basics of how to teach students to change the settings on their computers and take control!

      Or just go to your Desktop; Right click on any free space; Properties; Appearance; Color Scheme--experiment with some of the High Contrast options--especially those that are Large and Extra Large. Changing the appearance of the display is very often the most useful way for students to access information.

    • Accessibility Wizard, Options and Magnifier: Take advantage of the other options in Windows. For example:
      Go to your Start menu; Programs; Accessories; Accessibility; Accessibility Wizard.
      Experiment with the settings available, and check the results.
      "Disable" yourself in the checklist of options, and see what Windows offers you.
      Try out the Magnifier!

    • Browser: How do we teach students to use some basic tricks for making their internet browsers more user friendly? What is scaffolding? How do we replace written instructions with a language that students can understand?

    • Make the most of Word!

      Everyone knows how to use and teach Word, right?
      Well, perhaps there are a few tips that can help you turn Word into the best adaptive technology program available...and every lab has it.

      One of the most important "tricks" when beginning to teach students how to edit documents in Word: Enlarge the Menu--
      (In Word 2000) Tools; Customize; check Large Icons.
      What a world of difference!

    • Word Commands
      Did you ever take a look at all the tools that Word offers?
      Once again, go to:
      Tools; Customize
      Click on "Commands" and explore...be creative...try to come up with at least five new tools that will help your students highlight text, edit or otherwise personalize a text in preparation for reading.
      Add an icons you find helpful to the toolbar.

    • Change size and style of font; change screen view.
      Before students begin editing, have them experiment with the size and style of fonts.
      Teach them "Ctrl + A" for selecting all text--this helps those students who have problems coordinating text selection with a mouse.
      Give students a quick reading quiz: do they see more easily with higher impact-style fonts, like "Impact"? Different colored text?
      (The font color icon can easily be added to the toolbar for frequent use:
      View; Toolbars; Drawing.
      Students can also change the size of fonts through the screen view window: reduce to less than 100% or increase.

    • Change the size and color of fonts, using different colors and types of fonts to emphasize different groups of words or parts of the text.

    • Here is a link showing how we use Word commands to edit texts from the internet in my classes:
      Tips for Taking Control of Reading Comprehension Texts
    • An excellent way for students to combine the use of the Babylon or Word dictionary and building vocabulary from a new text is to create their own Glossary Table.
      I ask students to create a grid-format table in word, with at least 2 or 3 columns (for English, phrase for determining context; Hebrew translation, etc.)
      Have students practice copying and pasting words into the table. Then using either Babylon or Word for the translation. With word, students will have to practice finding the root of the word (removing the prefix or suffix very often). The advantage of using the Word dictionary is that students can copy and paste the translation directly into their table. It is a good idea to place the table at the end of the text and questions--this will allow students to use the spell & grammar check for their answers without moving through their glossary.

    • Develop texts, question AND instructions right inside the text document for students to practice with.
      Here is an example:
      Using Word options to aid text comprehension--Exercises and Instructions

    Teacher need to be aware of how to make their Word documents as "clean" as possible--so they will be compatible with AT, and some of the automatic features that you have set for Word don't interfere with the students work, or cause them unnecessary frustration. At the mechina for the Learning Center for the Blind I have been experimenting with some tips that might help: Formatting Tips in Word

    Here's another tool:

    How about making searches easier?

    Try SETI-Search. Change the interface, enlarge the fonts, and make life easier for newbie students as well as those with special needs.

    Back to the Top

  8. Advice

    When faced with the wide range of hardware and software options, it is easy to select programs that might provide only a partial answer to the student's problem. In my experience:

    • do your research first! Select only one new program to work with at a time! Add new solutions or AT very gradually, and only after students feel comfortable with their computers, and with any programs that they have recently learned. But don't be afraid to admit you have made a mistake. If an AT solution is not working for a student, then it is a problem, not a solution:-)
    • it is best to try programs, like Zoom Text or Kurzweill, that are likely to be used by students with many kinds of problems. For example, Zoom Text will allow students to magnify text, change screen background and text colors, enhance the mouse cursor by using different colors as well as providing special locators around the text, and offers a wide variety of screen and text reading tools.
    • after you select a program, work closely with your students, keeping a log of difficulties they encounter, and how you help them solve the problems. Explore the various options of the program.
    • be in touch with the software provider about improvements and new versions. And don't be afraid to use "beta" versions--you can often have an impact on how the program is developed.
    • always explore alternative paths for students to use the options of the program. The mouse is not the only way to select options, nor are pull-down menus. Most programs have programmed hotkeys, with the option to change the combinations.

    Always check the specifications for AT programs: it is very easy to install a program that will end up causing your computer to crash. And even better...ask for a technician to check out the program before installation, and help you with the installation process.

    Be adventurous! Plan to spend some time learning about AT through on-line courses, e-mail lists and experimenting with programs. I guarantee that entering the world of AT and using it in your classroom will change the way you view and use technology, the kind of material that you use, and the way that you teach.

    Back to the Top

  9. Promoting Learner Independence

    The most important tool for promoting learner independence is providing many and regular opportunities for students to reflect on their achievements as well as their frustrations when using technology.

    This is a course in itself--but here are sample student logs and exercises that I use regularly to promote meta-cognition when working with technology:
    Computer learning log
    Computer learning progress log

    And of course. . .never do something for students if they are physically able to do it on their own. The "teacher" becomes the mentor or coach when working with students who are finding tech solutions in order to improve their learning. With patience and repetition, students will find their way. Demonstrate (especially if you have a Class Net system in your lab), provide diagrams, steps, checklists and strategies, but don't take over that keyboard or mouse: today's tech "struggle" becomes tomorrow's solution and achievement.

    Back to the Top

  10. Resources

    Back to the Top

    Share your experiences.

    Since AT is a new field for teachers in Israel, this is a great opportunity to share your experiences.

    ETNI has set up a section for Students with Special Educational Needs
    Please post your experiences with this mini-course and AT on the Forum.
    And keep checking back to this page and the SEN section of ETNI.

    Back to the Top