Point-and-Chat®

Point-and-Chat®, most simply, is the first software for Instant Messaging with a built-in screen reader, designed to be used in conjunction with Augmentative/Alternative Communication (AAC) devices. For many AAC users, especially those who have difficulty reading and writing, an AAC device is the primary or only way they can communicate with other people. This communication is primarily one-on-one and face-to-face. The goal of Point-and-Chat® is to take the skills that an AAC user has in producing the spoken word and provide scaffolding that will enable the AAC user to use those skills to communicate with the written word. The primary impediment to effective use of Point-and-Chat® by AAC users appears to be a lack of appropriate text-chat vocabularies for poor readers, including vocabulary strategies to re-establish conversations when the conversational thread has been lost.

Assistive Technology's Past, Present and Future

Even though the term is relatively new, assistive technologies of various types have helped people overcome, achieve, and perform for many years and come in many forms. In fact, many familiar technologies, some that might even be considered mainstream, were in fact initially conceived as assistive devices. Recently, assistive technology has become the subject of legislation including the Rehabilitation Act and the Americans with Disabilities Act and much more legislation regarding access to and funding for assistive technology is expected. Currently, much attention in the area of assistive technology focuses on the computer, and communications technology, including portable devices, which help individuals use powerful tools for accessing information and communicating with others. The future of assistive technology certainly will continue these areas of development but will also likely begin to adopt newer methods for interfacing various assistive technologies directly with the human sensory system. As has happened in the past, it is expected that many technologies initially created as assistive will be adopted by non-disabled individuals.

Assistive Technology for Teacher Education

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

Effects of Assistive Technologies Combined with Desktop Virtual Reality in Instructional Procedures (2)

Twenty-four practical nursing and health careers students were introduced by random assignment to the four treatments. Specifically, the study compared the learning effects on an instrument connection procedure used in a medical setting of four different learning treatments: text-only instruction, image-only instruction, desktop virtual reality (DVR) with assistive technologies (ATs) (i.e., audio combined with closed caption) instruction, and hands-on demonstration instruction. This study used descriptive statistics, analysis of variance (ANOVA), and qualitative comments and observation to discover important design and implementation challenges for DVR.

Response to Intervention

Response to intervention (RTI) is a method for classifying students with a learning disability. In collaboration with pertinent school staff, the general education teacher designs interventions for students who struggle with core academic skills such as reading, writing, and/or math; the teacher or other school personnel (e.g., paraprofessionals) then implements the interventions. If students do not improve, this data is used to substantiate the students’ classification with a learning disability. Providing individual or small-group interventions can pose a real challenge for general education teachers given the typical demands they face in managing a classroom. To help address this, assistive technology can provide a means for students to practice and develop skills as well as have ongoing data about their progress—without ongoing involvement by the teacher. Assistive technology can be an efficient component in the RTI process.

Effects of Assistive Technologies Combined with Desktop Virtual Reality in Instructional Procedures (1)

Based on research, desktop virtual reality (DVR) has been shown to have learning benefits over traditional methods of instruction. However, implementing assistive technology (ATs) in DVR would seem to enhance the learning process. This study aimed to examine effects of web-based DVR on learning performances. The literature reviewed for this particular study ultimately shows DVR to be beneficial in training in many fields found in the workforce. The overall advantages utilizing advanced technology in the form of DVR and ATs allow safe and controlled training environments, realistic simulations, and the ability to reconstruct learner processes and interactions.

Improving Assistive Technology Training in Teacher Education Programs

Teacher knowledge of and comfort with assistive technology (AT) has a profound effect on the use of this technology by students with disabilities. Currently, very few teacher preparation programs effectively address AT with their students. This chapter will discuss how to improve AT training at both a preservice and continuing education level for teachers by focusing on the innovative initiatives being undertaken by the Iowa Center for Assistive Technology Education and Research in the preservice teacher education program at the University of Iowa. By the end of this chapter, readers will understand the pressing issues in AT training for teachers and what is being done to create a new generation of AT savvy teachers by improving overall AT knowledge and comfort levels.

Developing Electronic Portfolios

Portfolios are widely used in many professional and academic areas; however there is minimal documentation for the use of portfolios by Assistive Technology / Augmentative Alternative Communication (AT/AAC) specialists. Assessment of AT/AAC progress is often difficult to document due to the limited capabilities of the written output. Specific AT/AAC systems are tailored to individual clients and may range from a low-tech communication book to a sophisticated hi-tech device/computer with specialized access techniques. As individuals transition to new opportunities, it is difficult to show documentation of progress or visually capture specific device/computer set-ups for replication. This chapter encourages service providers to develop electronic portfolios to assist families, future educators, and therapists to become familiar with the best practice AT techniques and strategies used for individuals with complex physical and communication needs.

Evaluating Systemic Assistive Technology Needs

This chapter will focus on the impact that teacher knowledge of and comfort with assistive technology has on the use of this technology by students with disabilities and how these factors are identified through conducting needs assessment-based research. This chapter begins with a discussion of what is assistive technology and the role it plays in the life of a person with a disability. This will include a discussion of the idea that the earlier AT is introduced to the individual, the more likely it will continue to be used and the larger effect it will have on the individual’s future education, employment, and independent living needs. Also, this chapter will introduce the concept and application of needs assessment, as well as the benefits of conducting this type of research to improve the quality of AT services. This discussion will be supported by an initial discussion of results and experiences in conducting the Iowa Assistive Technology Needs Assessment focusing on the methods used and limitations encountered while conducting this project. Finally, recommendations for future AT-based research will be provided. By the end of this chapter, readers will understand the pressing issues in AT training for teachers, how to determine what is needed, and what is being done to improve overall AT knowledge and comfort.

Assistive Technology for Deaf and Hard of Hearing Students

Although the majority of deaf and hard of hearing (d/hh) students are educated in the public school system (Turnball, Turnball, & Wehmeyer, 2010) there is limited research and literature regarding how educators can effectively meet their educational needs by implementing assistive and instructional technologies into their curriculum. This chapter provides an overview of the various assistive and instructional technologies available to d/hh students and outlines how these students access and use technology. This chapter contributes to the fundamental ideal that integrating assistive and instructional technologies can greatly enhance the academic and social outcomes for d/hh students. It should be noted, that the Deaf community does not adhere to person first language because they do not view deafness as a disability but as a culture.