Assistive Technology (AT)

By Mary Bettlach
Assistive Technology Specialist
Minnesota Department of Education

The term Assistive Technology (AT) refers to devices or products used to enhance the functional capabilities of children with disabilities and those services that support the selection, acquisition or use of a device.

Assistive technology devices can be categorized by use (communication, independent living, hearing, computer access, etc.) or by a hierarchy of no-low-high tech. High-tech devices generally are expensive, require extensive training due to many features and may be more difficult to obtain. They include electronic communication devices, wheel chairs, speech recognition software and digital hearing aids.

Low-tech devices are simpler and less expensive. They also can include communication devices, but in this case, these devices are limited in programmability and features. Low-tech devices also include items like adaptive switches or battery operated scissors.

A category called no-tech can include items such as paper communication books, adaptive scissors, large handled utensils and pencil grips.

Items which are frequently used by the general population such as PDAs, speaker phones, or power doors become assistive technology when they enable an individual with a disability to complete a task and increase functional capability and independence.

Assistive Technology has been defined by various laws; PL-100-407, the Technology-Related Assistance for Individuals with Disabilities Act, the Americans with Disabilities Act and IDEA 97 and 2004 http://idea.ed.gov/.

In the school setting, all students with Individualed Education Program (IEP) or an Individualized Interagency Intervention Program (IIIP) must be considered for assistive technology as required by the Individuals with Disabilities Education Act. Each IEP/IIIP team must consider if AT is needed for the student to meet goals and objectives. Teachers serving as members of individualized education teams may recommend and/or provide equipment trials and training for students in the use of AT to promote participation in school curriculum. Frequently, there will be support from an occupational therapist, physical therapist, speech and language therapist or another individual with skills and knowledge in assistive technology and disabilities.

AT can be used for students in a variety of ways. A device might help a child answer questions in class, participate in a classroom presentation, read text or write a paper. Because there are so many AT devices available (over 40,000 commercially available), an IEP team will need to be planful in making decisions about the use of assistive technology. A framework that has been used in Minnesota to support decision-making in assistive technology is the SETT Framework, as developed by Joy Zabala, Ed. D. The SETT Framework supports the team in considering the Student's strengths, needs and abilities, the Environments in which tasks need to occur, the Tasks that are part of being active participants of those environments, and, based on those considerations, the team can prioritize tools for use by the student.

Resources for funding of assistive technology devices are varied. Private insurance carriers may pay for mobility, communication or independent living devices. Medical Assistance may pay for some equipment when it is determined to be medically necessary. Families may pay out-of-pocket when there is no insurance coverage. Foundations, lending libraries, non-profit organizations, local service or church groups are all known resources for funding, re-issuing or providing assistive technology.

Schools have the responsibility to provide the services and products when included in a student's individualized education plan. They may utilize a variety of funding and lending mechanisms to do this.

The Minnesota STAR Program, which is a program in the Department of Administration, has a funding directory to help Minnesotans identify funding alternatives for assistive technology. The funding directory can be found on the STAR Website.

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