Assistive Technology: An Overview
Perspectives & Resources
Objectives
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will be able to:
- Understand that assistive technology is a type of accommodation
- Differentiate between assistive technology devices and assistive technology services
- Understand how assistive technology helps students with disabilities gain access to the general education curriculum
- Understand that the IEP team is responsible for considering assistive technology for students with disabilities and be familiar with the process
- Know the steps for evaluating the effectiveness of assistive technology for a student and understand the importance of ongoing monitoring
Standards
This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
- Standard 1: Content and Pedagogical Knowledge
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.
- Standard 4: Assessment
- Standard 5: Instructional Planning and Strategies
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.
Environment
- E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
- E2. Practitioners consider Universal Design for Learning principles to create accessible environments.
- E4. Practitioners work with families and other adults to identify each child’s needs for assistive technology to promote access to and participation in learning experiences.
- E5. Practitioners work with families and other adults to acquire or create appropriate assistive technology to promote each child’s access to and participation in learning experiences.
Instruction
- INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 2: Learning Differences
- Standard 5: Application of Content
- Standard 7: Planning for Instruction
NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
When you are ready, proceed to Page 1.
