Assistive+Technology

=Assistive Technology in the School Library=

Assistive Technology (AT) is a relatively new, but rapidly emerging field comprised of strategies and supports that are used to help individuals with disabilities in health, rehabilitation, and education fields. According to the Individuals with Disabilities Education Act (IDEA), **assistive technology devices** are any items, pieces of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Such devices or services enable independence and can range from very simple to very complex. There is a huge variety of assistive technology devices due to rapid innovation and development in the field. Since the focus of this wiki is accessibility in K-12 school libraries, the assistive technology devices listed below are those that are specifically helpful for use in a school library. When learning materials are created with the needs of all students in mind, we set an expectation that everyone is equal and worthy of a high-quality education. Students build both competency and independence as well as experience with tools that will enable them to achieve lifelong learning.

Low Tech AT Devices
Reading:
 * Reading frames and bookmarks
 * Guided reading techniques and outline sheets
 * Colored overlays
 * Erasable highlighters
 * Highlighting tape
 * Large print materials
 * Magnification sheets and lenses
 * Book stands

Writing:
 * Erasable pens
 * Pen and pencil grips
 * Scribing services
 * Wide-ruled paper
 * Carbon paper for note taking assistance
 * No carbon required (NCR) paper for note taking assistance
 * Paper stabilizers

Organization:
 * Graphic organizers
 * Color coding
 * Removable sticky notes
 * Personal planning booklets and calendars
 * Assignment and planning rubrics
 * Binders with subject dividers and supply pouches
 * Adhesive Velcro to secure loose objects
 * Timers and cuing systems

Keyboarding:
 * Large print, and color-coded or invisible Braille key labels
 * Key guards
 * Keyboard skins
 * Monitor screen visors and peripheral magnifiers
 * Document and book holders with magnification or highlighting devices

High Tech AT Devices
Electronic text and eBooks: The main advantage of electronic text is that it can be altered and manipulated to create easier accessibility for the user. For instance, it can be made larger or smaller, changed to different colors, changed to different fonts, or spaced differently.

Screen readers or text-to-speech products: This computer software reads aloud the text that is presented on the screen so that users do not have to see or read the text themselves. Newer versions of the software are now capable of converting electronic text into portable audio formats such as MP3s and Wav files.

//AutoSummarize//: This function falls under the //tools// heading of //Microsoft Word//. Its purpose is to summarize a portion of text according to user specifications. Students who have difficulties with reading would benefit from this time of assistive technology device.

Touch screens: Touch screens allow users to use their fingers to make selections, manipulate on-screen images, and use pull down menus all without the use of a keyboard or mouse. While some monitors are available with built-in touch screens, if the monitor breaks the touch screen can not be installed on another monitor. Add-on touch screens can be purchased in different sizes and may be moved to a different monitor of compatible size when necessary.

Mouse alternatives: For students who have mobility problems, there are specialized foot, cheek, or other bodily-activated switch technologies that allow hands-free computer access using another part of the body. Switches come in a wide variety of styles and activation categories to meet the varied needs of people with different motor characteristics.

Page turners: Mechanized page turners allow for greater independence for students who have trouble or are unable to turn pages backward or forward by themselves.

Alternative keyboards: There are numerous specialized keyboard options available for people with special needs. Some of these include keyboards that are color-coded, large print, adjustable, one-handed, and ergonomically designed. Specialized keyboards that allow for custom overlays also exist. In addition, students who have difficulty with a real keyboard have the option of using on-screen keyboards (Microsoft Windows comes with a built-in on-screen keyboard, for example). These keyboards can be used either through a touch screen, a head-pointing, or an eye-tracking device.

Head-pointer, eye-tracking, and speech-navigation technologies: These technologies replace the use of a mouse or touch screen for people who cannot use their hands. Head-pointer and eye-tracking software rely on a wireless optical sensor that is mounted on a desktop or laptop computer. The sensor tracks a tiny dot that can be placed on the user's forehead or glasses. This allows the users head movements to move the pointer on the screen. Users select items either through a switch or a dwell activation.

Audiobooks and playaways: Students who have vision problems or other difficulties reading may benefit from the use of audiobooks. These books are available on CDs, or through electronic audio files on computers. Playaways are small devices, about the size of a deck of cards, that are preloaded with audio and sometimes video. The user simply inserts a pair of headphones or earbuds and presses a play button to listen to the book or watch the video.

Glare-reduction screens: Glare-reduction screens can help students with visual impairments better use computers by reducing the amount of glare coming off of the regular monitor. Screens can be moved from one monitor to another and are easily installed.

Amplification devices: There are many varieties of personal amplification devices that can help students with hearing difficulties. Some of these devices work by amplifying all of the sounds in a room, helping students hear lessons and group discussions more easily. Other devices work through computers and allow the user to increase the volume related to the programs they are using. Stand-alone personal amplifiers simply need a set of headphones or ear buds to be plugged in and used. Amplification devices that work with computers and other audio devices may involve slightly more set up. Many amplification devices can be used in conjunction with hearing aids as well.

Voice-recognition software: Voice and speech-recognition software allows users to speak out loud the text they want to be entered on the computer screen, rather than typing. While it is a constantly improving technology, voice-recognition software requires considerable training, and environmental and user characteristics can make it difficult to use. If a student already knows how to use voice-recognition software successfully this may be an option for them.

Braille Displays: These machines raise and lower different combinations of pins electronically to reflect what is written on the computer screen. They show up to 80 characters from the screen at a time and change as the user moves around the screen. The machine sits on the user's desk, either under or next to the regular keyboard. These machines are quite expensive, depending on the model, but they would be a worthwhile investment for schools that have multiple students with severe visual impairments.

Additional Assistive Technology Resources and Websites
[|Microsoft Accessibility] (including Microsoft Word accessibility options) [|Apple Special Education] [|Operating Systems with Built In Accessibility Features] (chart) [|Trace Center Computer Access] (web page currently undergoing a revision and update) [|Universally Accessible Electronic Workstations] [|National Clearinghouse for Educational Facilities Accessibility] [|American Foundation for the Blind: Assistive Technologies] [|Deaf Linx] (includes a section on technological assistance for deaf children)

Works Cited and Suggested Reading
Family Village School. (2011). Assistive technology for students with disabilities. Retrieved from http://www.familyvillage.wisc.edu/education/at.html.

Hopkins, J. (2006). Assistive technology: 10 things to know. //Library Media Connection//. //25//(1), 12-14.

Hopkins, J. (2004). Assistive technology: an introductory guide for K-12 library media specialists. Worthington, OH: Linworth Publishing, Inc.

Jarombek, K. & Leon, A. (2010). Leadership at its best: library managers spearhead successful special needs programming. //Children and Libraries//. //8//(2), 54-57.

Mates, B. (2011). Assistive technologies in the library. Chicago, IL: American Library Association.

Mates, B. (2010). Twenty years of assistive technologies. Retrieved from http://americanlibrariesmagazine.org/features/09142010/twenty-years-assistive-technologies.

National Institute of Standards and Technology. (2011). Assistive Technology. Retrieved from http://standards.gov/assistivetechnology.cfm.

Wojahm, R. H. (2006). Everyone's invited: ways to make your library more welcoming to children with special needs. Retrieved from http://www.schoollibraryjournal.com/article/CA6302984.html.