Technology Article (AutoRecovered)111

Technology Article

Chloe Astle

Abstract

Communicating is an important aspect of life, but it is not easy for everyone, especially
those with disabilities. There are several laws in place protecting individuals with
disabilities, and one of the things they are entitled to is assistive technology. Assistive
technology is identified in the Individuals with Disabilities Education Act of 2004 as “Any
item, piece of equipment or product system, whether acquired commercially off the
shelf, modified, or customized, that is used to increase, maintain, or improve the
functional capabilities of children with disabilities.” Assistive technology has proven to
be successful in helping individuals communicate in the classroom. The purpose of this
paper is to inform the reader about different types of assistive technology for students
who are nonverbal and the benefits that come along with using the assistive technology.

Assistive Technology in the Classroom

In 2016, over 6.6 million students ages three to twenty-one were receiving special
education services in America. This equates to approximately thirteen percent of all
students in the United States. In the last five years, incredible new assistive technology
has been developed to help these students succeed and assist in their teaching
curriculum. Usually, we use assistive technology in the classroom, but, it can be used
anywhere by anyone who needs assistance completing a task. According to The IRIS
Center, “AT is any device or service that helps a student with a disability to meet his or
her individualized education program (IEP) goals and to participate in the general
education setting to the greatest possible extent” (“Assistive Technology”). As teachers,
it is our job to provide students with disabilities with a general education setting as much
as possible to help them progress and grow to their best extent.

Devices

Tobii Dynavox

There are some assistive technology devices that help students who cannot
communicate. The most common are voice output devices. An example of a voice
output device is a Tobii Dynavox. This device allows students to navigate computers
and other devices through their eye movement or head movement. It generates speech

when the participants move their eyes over words that the device will speak for them. It
is very compatible and makes it possible for people who cannot speak or use their
hands to communicate and participate in class. The price for the Tobii Dynavox ranges
from $16,000 to $18,000 (“AAC Devices / Communication”). In an article entitled
“Integrated Communication and Literacy Instruction for a Child with Multiple Disabilities,”
it talks about a boy named Jordan who had many speech and physical impairments.
The authors mention how his Dynavox helped Jordan in the classroom. It reads, “the
Dynavox was used consistently and modified repeatedly when needed to provide
Jordan with independent access and a means to interact during instruction” (Erickson,
Koppenhaver, Yoder, and Nance, 1997). Jordan was able to participate more fully in the
classroom because he could communicate with his Tobii Dynavox. These devices
make it possible for those who don't have a voice to express themselves.

Proloquo
Another example of a voice output device is a simple text-to-speech software entitled
proloquo. Proloquo is an app which provides many words and pictures that, when

clicked on, are read out loud. Students can form sentences by clicking on different
words. The program becomes their voice that they don't have. It is, however, pretty
expensive as well as is the tobii dynavox. Proloquo costs about $250 dollars for the app
and one would also have to have an iPad, which would add to the cost. These softwares
can be life changing for students who struggle to speak. In a case study involving a girl
with down syndrome, they found that she greatly benefitted from using devices that
were similar to proloquo. She was able to participate more in the classroom and feel
more included with her peers (“Case Studies”).

PECS
PECS stands for Picture Exchange Communication System. There are 6 different
phases of PECS that give students the best chance of success. The phases include
having the child learn words, then eventually learning how to string sentences together,
and finally being able to answer questions (“Picture Exchange Communication
System”). There are many different varieties of PECS. You can make some with
Boardmaker online or you can download an app for only $84.99, which provides a
simple, easy-to-understand, way to communicate with pictures (“PECS IV+”). PECS has
been known for helping children around the world communicate in their classroom

settings. All of these devices allow children to express their thoughts and ideas with
their teachers and peers.

Conclusion

In conclusion, assistive technology can be a powerful tool because it can allow students
with special needs to go beyond what they would be capable of doing without it.
Students with disabilities, especially those with communication challenges, can find
greater independence, self-esteem, and educational progress. When students are able
to communicate more effectively, they learn greater self-advocacy and interaction. It
also improves their self-confidence and motivates them to make even greater progress.
Assistive technology is a dynamic and changing technology with unlimited potential. The
key is to utilize what we have and continually search for new technologies to best serve
the needs of students with disabilities. Teachers are equipped to serve students with
communication needs in the classrooms. Overall, I have learned many things from
researching that will be vital in my life as I move forward to become a special education
teacher.

References
“Assistive Technology.” Retrieved from
https://iris.peabody.vanderbilt.edu/module/at/cresource/q01/at_01/#content
“Case Studies.” Retrieved from
http://portal.ct.gov/SDE/Publications/Assistive-Technology-Guidelines-Section-1-For-
Ages-3-21/Case-Studies
PECS+
https://itunes.apple.com/us/app/pecs-iv+/id919593979?ls=1&mt=8
picture communication
https://byui.brightspace.com/d2l/le/content/275283/viewContent/4029264/View
ppl
https://uncch.pure.elsevier.com/en/publications/integrated-communication-and-literacy-
instruction-for-a-child-wit
AAC
http://journals.sagepub.com/doi/abs/10.1177/108835769701200302
good proof
https://www.ncbi.nlm.nih.gov/pubmed/20181849

APA

T. (2017). Welcome to the IRIS Center. Retrieved February 24, 2018, from
https://iris.peabo

C. (n.d.). Connecticut Assistive Technology Guidelines - Section 1: For Ages 3-21.
Retrieved February 24, 2018, from http://portal.ct.gov/SDE/Publications/Assistive-
Technology-Guidelines-Section-1-For-Ages-3-21/Case-Studies