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5.1 What are Assistive Technologies?
Assistive technologies may be best characterized as tools, innovations and technologies that allow all learners, regardless of individual challenges, to interact with rigorous curriculum. The Individuals with Disabilities Act of 1990 defines assistive technologies as “any item, piece of equipment or product system…used to increase, maintain, or improve functional capabilities of individuals with disabilities.”

5.2 Why are Assistive Technologies a Trend?
21st Century classrooms are typically inclusive in their composition. Students with a variety of low incidence disabilities populate most classrooms. Hasselbring and Brausch (2006) report that approximately 10% of students in U.S. schools receive some special education services. School divisions have been under pressures to improve outcomes for every learner, either under legislative requirements like No Child Left Behind (NCLD) or through financial incentives or disincentives. As a response, schools and districts have taken advantage of new technologies to meet the needs of diverse learners. Assistive technologies are being employed in an attempt to level the playing field, providing access to a developmentally appropriate education for all students, regardless of disability or challenge.

5.3 Implementing Assistive Technologies in K-12 Classrooms
Assistive technologies in the classroom assist students in a variety of functional domains. Many are commonly used as communication devices allowing students to engage in meaningful interactions with others. Symwriter - https://www.widgit.com/products/symwriter/index.htm Augmentative and Alternative Communications - https://www.ussaac.org/aac-devices Other uses of AT include providing equipment, devices and/or software that assist students with physical challenges to access curriculum. Eye gaze systems - http://www.eyegaze.com/ Adaptive Switches - https://www.especialneeds.com/shop/assistive-technology/switches.html Modified Keyboards -http://www.specialneedscomputers.ca/index.php?l=product_list&c=163

5.4 Key Issues in Assistive Technologies
Critical issues around meaningful implementation of assistive technologies by schools can be categorized as the following: Cost – Specific technologies can be cost prohibitive because of their individualized nature. Some devices are custom made to the learner requirements. IT Supports – The school must have the necessary IT supports and personnel to ensure the least disruption to the program. Infrastructure – Since many devices require internet access, bandwidth and speed are necessary considerations to be managed effectively. Professional Development - Competing pressures on classroom teachers to remain current in all other professional duties, implementation of new curriculum, conducting authentic assessments and instructional approaches, often make it difficult for teachers to acquire specialized knowledge in assistive technologies. School districts must ensure that all teachers have access to professional development opportunities relevant to AT, and that PD both increases their knowledge base and encourages their appetite to incorporate changes. District Level Supports - Classroom teachers must also be supported by second level service personnel who have specialized technical knowledge in assistive technologies. District level people should be experts in identifying specific student needs and subsequently, researching and recommending appropriate technologies. They should also work with teachers around implementation ideas which allow students to access curriculum.

5.5 Related Research and References
Douglas, K. H., Wojcik, B. W., & Thompson, J. R. (2012, Volume 27, Issue 2). Is There an App for That? Journal of Special Education Technology, 59-70. Hasselbring, T. S., & Bausch, M. (December 2005/ January 2006). Assistive Technologies for Reading. Educational Leadership, 72-75. S.Hasselbring, T., & Williams-Glaser, H. C. (2018, March 17). Use of Computer Technology to Help Students with Special Needs. Retrieved from https://www.princeton.edu/futureofchildren/publications/docs/10_02_04.pdf Statute - IDEA. (2018, April 01). Retrieved from https://idea.ed.gov/part-c/downloads/IDEA-Statute.html McCartney-Prest, J., Mirenda, P., & Mercier, D. (2010). Using Symbol-Supported Writing Software with Students with down Syndrome: An Exploratory Study. Journal of Special Education Technology, Volume 25, Issue 2, 1-12. Omari, J. (2018, March 29). Assistive Technology - Using Switch Activated Toys and Devices for Pre-School Children with Motor Impairments. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/8007/4/omori_sat%26d_paper.pdf Wanjari, A., & Khode, S. S. (2014). The Eye Gaze Communication System. International Journal of Research Studies in Science, Engineering and Technology, 4-9.

5.6 Recommended Resources
especial needs. (2018, April 1). Retrieved from https://www.especialneeds.com/shop/assistive-technology/switches.html Inclusive Eye Gaze - Your Essential Guide to Eye Gaze in the Classroom. (2018, March 31). Retrieved from http://www.inclusive.co.uk/Lib/Doc/catalogues/eye-gaze-in-the-classroom-2015-v2.pdf LC Technologies, Inc. (2018, March 17). Retrieved from http://www.eyegaze.com/ Office of the Superintendent of Public Education. (2018, March 31). Retrieved from http://www.k12.wa.us/esea/NCLB.aspx Special Needs Computers - Assistive Devices and Workplace Ergonomics. (2018, April 3). Retrieved from http://www.specialneedscomputers.ca/index.php?l=product_list&c=163 Spectronics - Inclusive Learning Technologies. (2018, April 3). Retrieved from http://www.spectronics.com.au/article/using-switches USSACC - The Voice of AAC. (2018, March 28). Retrieved from The United States Society for Augmentative and Alternative Communication: https://www.ussaac.org/aac-devices Widget Software. (2018, March 23). Retrieved from https://www.widgit.com/products/symwriter/index.htm