Helping Disabled Students Access the Latest Developments in Assistive Technology

This is an exciting time to be a student, or someone involved in Ed Tech. The amount of new technology emerging that is helping students learn in a variety of ways eclipses any time before in history. Technologies such as virtual reality, augmented reality, and artificial intelligence are redefining the way that students interact and learn in school.

Unfortunately, disabled and neurodivergent students, who potentially have the most to gain from these new technologies, are sometimes left behind in the integration of these new educational technologies. Currently, there is a much greater demand for these solutions than there are facilitators and equipment to fulfill them.

The potential for tools like artificial intelligence to help students who struggle with learning disabilities is growing in leaps and bounds, and, to me, the most exciting application of AI, but connecting students with learning disabilities in the classroom who need it with the programs that can offer the assistance hasn’t been a seamless process.

Improving K-12 Accessibility toward New Digital Ed Tech Tools

Many people are unaware that providing disabled students equal access to digital education tools is still required by the Americans with Disabilities Act and other federal and state laws.

So, what’s standing in the way? In a word, money. Beyond the obvious cost of the new technology itself (which presents itself in myriad new media like iPads, computer terminals, headphones, microphones and VR goggles), it takes resources to hire and train the counselors, teachers, and educational facilitators necessary to help disabled students learn how to use these new tools.

Hand-On Training is a Must for Students to Successfully Adopt Assistive Technology

The successful adoption of assistive technology relies on the user being trained to integrate it into their routine. This is something that my company Northwest Ergonomics & Assistive Technology always emphasizes strongly when we work on providing some new technology solution to help an adult or student thrive in their work or school.

U.S. Department of Education recently released guidelines entitled Myths And Facts

Surrounding Assistive Technology Devices And Services. The document, released last month, is aimed at parents, special educators, general educators, school and district leaders, technology specialists and directors, and state education officials.

This document explicitly states that a district needs to show parents and students how to use their assistive technology. It’s not up to the student and family to figure it out on their own.

Successful integration of new assistive technology into someone’s routine relies on them having a facilitator guide them through the initial adoption of the technology. Then, there should be regular follow ups to check in on their use and make sure that everything is functioning properly. Currently, there’s a huge gap between what we can be doing for our disabled and neurodivergent K-12 Students and what we currently are. 

t’s also worth mentioning that when considering how to help disabled students access the latest developments in assistive technology, it’s important to recognize the support structures available to NDIS providers. For instance, the NDIS travel allowance can be utilized by providers to cover the costs of traveling to deliver or set up assistive technology in the students’ homes or schools. This allowance ensures that students receive the necessary technology regardless of their location, making cutting-edge tools more accessible and personalized to their needs.

About the Author

Doug Lear is an Assistive Technology Specialist at Northwest Ergonomics & Assistive Technology, which is located throughout Oregon, Washington, and the Pacific Northwest. Although Doug has worked for over 20 years in vocational rehabilitation, his passion lies in Assistive Technology. Doug enjoys working with technology, but most of all, he enjoys helping people.