Center on Technology and Disability - Assistive Technology Keyring

ASSISTIVE TECHNOLOGY KEYRING

You can order free CTD AT keyrings for training, peer support, parent workshops, personnel prep classes and other activities in which you’d like to share these handy, colorful examples of assistive technology. Examples range from low- to high-tech and span ages and types of support. We have also provided print copies of the pages that you can easily print and cut on your own.

Center on Technology and Disability - Assistive Technology Keyring

Cent

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Key

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Laun

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Bask

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Mob

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Flex

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Center on Technology and Disability - Assistive Technology Keyring

Fidget ToysFidgets, such as this Tangle, help chil-dren control their bodies and focus by giving their hands som

ething to do. Fidgets and other sensory supports are AT item

s that should be considered by IFSP and IEP team

s. A child’s age, size, m

otor, and behavioral challenges should be considered w

hen selecting these and other AT supports.

Laundry Basket TubAssistive technology (AT) is anything that can be bought, m

odified, or created to help a child w

ith a disability partici-pate in an activity that he/she could not do otherw

ise. Comm

on items, such as

a laundry basket, when used creatively,

can be considered AT. Here, the tub

provides seating support and makes toys

accessible.

Center on Technology and Disability

Assistive technology (AT) includes a w

ide range of items that support

children & youth w

ith disabilities as they develop and learn. The item

s pictured on CTD

’s AT keyring are just a start. To learn m

ore, visit ww

w.ctdinstitute.org.

Flexible SeatingAll young children like to m

ove, even w

hen in a structured learning environ-m

ent. For some, an inability to rem

ain still is a function of disability and inter-feres w

ith learning. Specialized seating, including w

iggle cushions and wobble

chairs, allows children to m

ove and fidget w

hile, at the same tim

e, attending and learning.

Weighted/Com

pression VestsSensory supports help children w

ith a range of em

otional, cognitive, sensory, and physical challenges. W

eighted and com

pression vests may be used to help

children learn to self-regulate. Some

allow w

earers to control the amount

of pressure needed to help them stay

calm, focused, and ready to participate

& learn.

Mobile &

Tablet TechM

obile and tablet technology tools help even the youngest of children w

ith dis-abilities com

municate and learn.

From sim

ple cause-and-effect apps to sophisticated com

munication program

s, m

obile technology has expanded the use of AT in all dom

ains. The best AT apps are based on research and are custom

izable for individual needs.

Visual Supports

Visual supports are among the m

ost com

monly used AT in early intervention

and early childhood classrooms, yet they

are often not represented in IFSP and IEP docum

ents. A wide range of low

-tech to high-tech visual supports are available at little to no cost. M

any can be easily cus-tom

ized to meet the needs of individual

children.

Screen Magnifiers

Screen magnifiers can m

ake reading easier and m

ore enjoyable for people w

ith visual impairm

ents by enlarging text and im

ages on a screen. They can beset to different degrees of m

agnification, based on an individual’s needs. They are increasingly included as part of com

mon

software tools.

3D Printed Pencil G

ripsThe introduction of the 3D

printer has opened new

doors for those with the

creativity to make AT item

s. Many m

ak-ers share their AT ideas &

creations on w

ebsites such as thingiverse.com. In this

photo, makers have taken pencil grips to

a new level of individuality.

Cent

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Key

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Tele

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Rob

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Key

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Trac

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Text

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Scre

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Com

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Center on Technology and Disability - Assistive Technology Keyring

Pointing/Typing Aids

A pointing/typing aid is typically a wand

or stick that helps a user make selections

on a touch screen or press keys on a keyboard. It m

ight be worn on the head,

held in the mouth or hand, and strapped

to the chin, arm or w

rist.

Ergonomic Keyboards

Ergonomic keyboards provide physical

support of hands and wrists for easier

computer use. They com

e in a variety of styles and should be selected based on an individual’s needs and preferences. By reducing the strain of extended keyboarding, they can prom

ote greater productivity.

Telepresence RobotTelepresence robots like the VGo, theD

ouble, and others allow children w

ith health conditions, anxiety, or anything that prevents them

from going to

school, the opportunity to participate w

ith their peers via the robot. The child controls the m

ovements of the robot,

which is in the classroom

, providing so-cial and learning opportunities.

Text-to-SpeechIf a student has trouble reading and/or understanding w

ritten text, s/he can use text-to-speech softw

are to have it read aloud. It is an accessibility feature on m

ost mobile devices and can be freely

added to most operating system

s or W

eb browsers. It is useful for those w

ith a range of sensory and/or intellectual disabilities, as w

ell as auditory learners.

Speech-to-TextStudents w

ho have difficulty writing text

can use a speech-to-text program to dic-

tate text orally. Speech-to-textis often built into operating system

s, online tools, and m

obile applications. W

hen using this tool, students will need

to proofread carefully, as the programs

do not always translate spoken w

ords correctly.

TrackpadsA trackpad is an effective alternative to the com

puter mouse for people w

ith low

motor skills. It requires m

inimal clicking

and allows hands and w

rists to remain in

a relaxed position, reducing the chance of joint pain.

Closed CaptioningTeachers often use video to present content in class. Research suggests that turning on subtitles or closed captioning w

hen watching videos im

proves compre-

hension and literacy skills. Developed to

help people with hearing im

pairments,

closed captioning can help a wide range

of students. If you watch a video in your

classroom, turn on the captions!

Voice Comm

and Devices

Voice comm

and devices eliminate the

need for keyboarding and typing of phone or PD

A messages. They provide

an easier way of com

municating, creat-

ing reports, setting reminders, playing

games, and using a variety of com

puter program

s and mobile apps.

Screen ReadersScreen readers assist those w

ho are blind or have low

vision by identifying w

hat is displayed on a digital screen and reading back a com

puterized verbal de-scription. M

ore advanced than text-to-speech, screen readers can also identify and describe photos and other im

ages.

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otet

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igita

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Gra

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Wor

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Smar

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Dig

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irtua

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(VR)

Center on Technology and Disability - Assistive Technology Keyring

Pointing/Typing Aids

A pointing/typing aid is typically a wand

or stick that helps a user make selections

on a touch screen or press keys on a keyboard. It m

ight be worn on the head,

held in the mouth or hand, and strapped

to the chin, arm or w

rist.

Digital N

otetakersStudents need a w

ay to keep their busy w

orld organized. With a digital notetaker,

students can make lists, record thoughts,

set reminders, use a task color coding

system, search for inform

ation, and share any or all of it w

ith family, peers, and

teachers. There are an increasing number

of tablet and phone apps that include digital notetaking as a function.

Braille Notetakers

Braille is an alphabet system of raised

dots, developed for individuals with

blindness/vision impairm

ents. A Braille notetaker is intended to be the equiva-lent of a personal digital assistant, allow

-ing users to store and access data, read and w

rite email and docum

ents, and perform

other tasks based on the fea-tures of the device.

Calculation CheckersA calculation checker allow

s students to review

mathem

atical problems to deter-

mine if their w

ork is accurate. Students hover the cam

era of a mobile device

over a problem to display the result.

Some calculation checkers provide a

step-by-step analysis of the problem so

they can compare their w

ork to identify and then learn from

their mistakes.

Gram

mar Checkers

Gram

mar checkers identify m

istakes in syntax, helping students catch, correct, and learn from

their errors. If they are not built into the w

ord processing pro-gram

available to a student with disabili-

ties, they can be identified in an IEP and purchased as an assistive technology tool.

Word Prediction &

Completion

Word prediction and com

pletion program

s help students with spelling,

learning or fine motor difficulties

compose text w

ith fewer keystrokes

needed. These programs are also used

widely to search the w

eb. Word

prediction and completion program

s decrease errors and save tim

e.

Virtual Reality (V

R)VR devices allow

youth with disabilities

to experience a variety of otherwise

inaccessible activities in a safe, virtual environm

ent. That might include

baseball, gymnastics, and skateboarding.

VR devices can also help students plan accessible routes, practice social skills, and tour rem

ote destinations.

Digital Avatars

Digital avatars are visual representations

of people. Students can demonstrate

what they know

by creating avatars of literary and historical figures, or anyone else, including them

selves. Text can be added in the form

of speech bubbles to provide dialogue. Avatars can help teach language, illustrate expected behavior, and provide instructions.

Smart W

atchesSm

art watches are an increasingly popu-

lar type of wearable com

puter that can help w

ith many functions, including

sensory monitoring, task m

anagement,

comm

unication, and safety. As an AT device, they are portable and do not m

ake students with disabilities feel they

are different from their peers.