Access to AT Equipment

With more students with disabilities in general education classrooms, school districts must make sure that AT is available for teachers to use and try out with various students. AT tools must be available as part of classroom/school equipment that address all student functional tasks including: Written Communication, Spoken Communication, Reading, Studying and Organization, Math, Recreation and Leisure and Activities of Daily Living.

In order to integrate its use into the curriculum, service providers in schools need immediate access to an array of AT items for intervention purposes and for trial use before purchase. Two cost-effective solutions that can ensure AT availability include: AT ToolKits and AT Loan Closets as methods.

AT Toolkits

Edyburn & Gardner (1998) have advanced the concept of AT ToolKits as one means of identifying and validating the core AT tools and strategies that enhance the use of AT as an intervention. Included in the AT Toolkits are basic, easy-to-use AT items that are responsive to curricular activities and that need minimal time to set up or learn. With an AT ToolKit of devices immediately available for teachers to consider, the outcomes may result in :

• Improved participation of more students
• Increase in IEP team knowledge of potential of AT tools
• More frequent consideration of AT tools as solutions
• Increased interest in new AT solutions that may better meet the needs of the student
• Additional student information for a more specific device feature match

The Toolkit items should be organized according to the student task at hand (i.e. writing, reading, organization, etc.) to make their use more pertinent to the teacher.

AT Loan Closets

Access to a wide range of AT to use for extended assessment or trial periods is critical to the success of AT services in school districts. No piece of equipment or software should be purchased for permanent use until its appropriateness and effectiveness have been documented by trial use. The only way to improve on the AT abandonment rate of over 70% (Gavin & Scherer, 1995) is to prove that the child is willing and able to use it in the learning environment before it is purchased and that the IEP team agrees on its potential.

A large district will want, and need, their own AT Loan Closet with an adequate inventory of AT devices. Smaller districts will find it more cost efficient to participate in a collaborative effort with other districts. In many states there are statewide or regional lending libraries that make it possible for even the smallest rural school districts to have access to a wide range of assistive technology to try out. As a beginning, a district will want to acquire or obtain access to a variety of items to address each of the functional areas mentioned above.

For any loan system, be sure to include a Sign Out sheet that requires information on the student task that the AT device is being used for. Loan procedures, such as length of loan, sign out and return requirement, should be clearly defined.

References

Edyburn, D.L. , & Gardner, J.E. (1998). The use of technology to enhance professional productivity. In J. Lindsey (Ed.), Computers and Exceptional Individuals, 3rd ed., Austin, TX: Pro-Ed.

Fennema-Jansen, S. & Edyburn, D.L. (October, 1998). Essential tools of the trade: An occupational therapist shares her toolkit. Closing the Gap.

Gavin, J.C. & Scherer, M.J. (1996). Evaluating, Selecting and Using Appropriate Assistive Technology. Gaithersberg, MD: Aspen Publishers, Inc.

Kaplan, M. & Edyburn, D.L. (August, 1998). Essential tools of the trade: An assistive technology specialist shares her toolkit. Closing the Gap.