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PREFACENEW TO THIS EDITIONThe third edition of Assistive Technology: Access for All Students continues to provideboth inservice and preservice educators with an introduction to and overviewof assistive technology (AT). It is a resource and guide for training preserviceand inservice teachers to meet the diverse needs of students with disabilities. Inaddition, the revision is relevant for those educators who are preparing studentswith disabilities to meet the challenges of both postsecondary education andemployment opportunities. This revision includes the following: The openings of all chapters have been enhanced with the addition ofLearning Outcomes and photos to create interest in the topic covered in each. The introductory chapter (Chapter 1) has been reorganized with updates ofspecific laws related to AT and expanded information related to sources offunding for AT. Inclusion of information on Common Core State Standards (Chapter 2) isintegrated with UDL and RTI to explain how AT plays an important role inimproving student learning. As the use of tablet computers and apps becomes mainstream technology,the authors have provided an evaluation tool (Chapter 3) for reviewingapps to determine their effectiveness and use as AT. The addition of a new chapter (Chapter 9) highlights the higher incidenceof students on the autism spectrum and the need for AT for access,communication, and accommodations. Expanding information related to the use of AT in the adult world (Chapter 10)includes AT for learning in the postsecondary environment. Every chapter has been updated with the latest AT resources.The third edition will benefit the reader by introducing and expanding thefollowing premises: Educators now teach a wide range of students from very diverse backgrounds. It is important that educators know and understand laws and legislation that mandate AT in both the classroom and the workplace. Educators must differentiate instruction and understand how to a ccomplishthis endeavor. AT is an essential and powerful way to meet the mandates ofCommon Core State Standards, RTI, and UDL. Educators must have an understanding of ethics as it applies to AT. Theymust understand various codes of ethics and how ethics relate to the use ofAT, and that they are bound by these codes of conduct. Professional development is part of the commitment of the professional. Inservice and preservice educators must have a knowledge base of varioustypes of adaptations to meet the unique needs of each student. Educatorsneed to understand how to make these adaptations in every aspect of thestudent’s life. AT is a means by which adaptations can be made for students.vA01 CARP8494 03 SE FM.indd 520/01/14 5:21 PM
viPrefaceThe adaptations can begin at birth and continue through the adult years.This begins in the preschool setting and continues as students transition topostsecondary education and community living. Inservice and preservice educators must understand the various types ofAT that are available to them, evaluate both the product and the need, andknow how to locate and fund AT. Community-based services are essential for generalizing and applyingclassroom knowledge to the adult world. AT serves as an important tool inhelping students with disabilities become successful adults.ORGANIZATION OF THIS TEXTThis text is organized into ten chapters. Chapter 1 provides an introduction andoverview of the laws that govern the use of AT and provides the reader with asynopsis of ethics as it applies to AT. Chapters 2 and 3 provide the learner with afoundation to understand and apply information from Chapters 4–10.Special FeaturesORGANIZING FEATURES Each chapter begins with Learning Outcomes and isenhanced with a photo. The Learning Outcomes enable the reader to activateprior knowledge as well as identify the topics covered in each chapter. A ChapterReview provides a summary at the conclusion of each chapter.ASSISTIVE TECHNOLOGY SNAPSHOT Each chapter contains an in-depth snapshotof a real-life situation that relates to the use and understanding of AT. The ATSnapshot is referred to throughout each chapter as it relates to specific information.ASSISTIVE TECHNOLOGY FOR STUDENT LEARNING The AT for Student Learningsection connects AT directly to student learning. This section is specific andbased on the information covered in the chapter.ASSISTIVE TECHNOLOGY SPOTLIGHT This section of each chapter features ATthat is applicable to the information covered in the chapter. This provides thereader with hands-on applications of AT.MARGIN NOTES Each chapter contains notes in the margins that ask the readerto react to different types of situations. These notes provide the reader with anopportunity to apply what has been read.DIVERSITY The topic of diversity is covered extensively throughout the textincluding working with students and families who are English language learners.New! Pearson eText AvailableTo enhance affordability and portability this exciting new edition is availableas a Pearson eText. With the eText students can easily take and share notes, highlight, and search for key concepts. To learn more about the Pearson eText, go towww.pearsonhighered.com/etextbooks.A01 CARP8494 03 SE FM.indd 620/01/14 5:21 PM
PrefaceviiACKNOWLEDGMENTSThank you to all of our reviewers, whose comments and suggestions made thisa better book: Emily Bouck, Purdue University; Deanne Martocci, Hudson ValleyCommunity College; Pamela K. Peak, University of North Texas; Denise A. Simard,SUNY Plattsburgh.To Drs. Raymond Elliott, Tommy Russell, and Charlie Horne, who guidedand mentored us through the doctoral program at The University of Alabama.To all our teacher education candidates at our respective universities whoinstilled in us the importance of preparing all educators to work with a diversestudent population.I dedicate my efforts on this third edition to my late nephew Mason LawrenceBowden McLendon (1992–2013) and to his grandparents Lawrence and SaraBowden, who have demonstrated the extent that families will go to save someonethey love. Mason loved technology and I think he felt less depressed and anxiouswhen he was engaged in the use of technology. Thanking Jim, my husband, seemsgrossly inadequate. He is my encourager, supporter, and best friend. I wish tothank my colleagues and coauthors, Linda and Larry. As in the first two editions,the project has been a true collaborative effort. Both of you have proven to bededicated, creative, knowledgeable, and committed. You are the best!—Laura Bowden CarpenterTo my husband, Charles, who has been the anchor for me during our marriedlife. He has encouraged me throughout the three editions of this AT book. Tomy daughter, Rebecca, who teaches students with special needs. She is one whokeeps me grounded professionally. Finally to my two grandchildren, EmmaCampbell and Liam Crawford, I dedicate my portion of this third edition tothem. They are the future, for whom I work daily, to provide a great world forthem to enjoy in their lifetime.—Linda B. JohnstonFirst and foremost, let me try to express my sincere appreciation for my wife,Patricia Hill, who puts up with me and my projects on a daily basis. My twopartners in crime, Laura and Linda, are two of the best colleagues and friendsa person could have, especially on a project such as this. We have somehowremained friends through all three editions of this text. Also, let me acknowledgethe reviewers who gave of their time and knowledge and are always appreciated,though not always recognized. And finally, to all of the students, past, present,and future, who we hope will benefit from this text.—Lawrence A. BeardA01 CARP8494 03 SE FM.indd 720/01/14 5:21 PM
1Assistive TechnologyAn Introduction and OverviewLEARNING OUTCOMES Define assistive technology devices and services.List provisions in federal legislation that establish current policies and p racticesrelated to assistive technology.Describe how the AT Continuum is used as a tool to evaluate devices and makedecisions.Identify funding sources for obtaining AT devices and services.Apply ethical standards of practice in working with persons who use assistivetechnology.Explore reasons professionals must be continuous learners through participation in professional development opportunities.Analyze ways AT allows access and improved student outcomes in the generaleducation curriculum.2M01 CARP8494 03 SE C01.indd 220/01/14 4:18 PM
Assistive Technology Snapshotmeet anna slovic, paul ramirez, mary o’donald,yun lee, katie wyatt, and ann shumackAnna Slovic is a degree candidate enrolledat a local state-supported university. Sheis currently pursuing her degree in specialeducation. As part of her teacher preparation program, Ms. Slovic must take a coursein assistive technology (AT). She has just beenadmitted into the professional educationprogram and has taken the introductoryspecial education course. She knows a littleabout assistive technology, but she knowsthat there is much more to learn about howassistive technology services and devicessupport learning in the general educationcurriculum for students with disabilities.This is Paul Ramirez’s first year as theinstructional leader of Garcia ElementarySchool. He attended many professionaldevelopment events to prepare for thisposition. Mr. Ramirez understands thepurpose of instructional technology inimproving student outcomes. However,one area that he feels he must learnmore about is the assistive technologythat many of the students in his schooluse to be successful learners. More experienced instructional leaders have warnedhim that assistive technology is costly andoften unnecessary.Mary O’Donald has been a special educator for 23 years. For the past three years,she has taught learning strategies to students with mild disabilities in her resourceclassroom. The district special educationdirector met with her and discussed thepossibility of Ms. O’Donald expandingher role to that of a consulting teacherfor three students who are included in general education classes. Each of thesestudents relies on assistive technology foraccess and support in class. Ms. O’Donaldhas tried to keep up with current technology, but she is not confident that she hasthe knowledge and skills to support thestudents’ use of assistive technology.Yun Lee teaches world history at SeaViewHigh School. He loves his job and caresdeeply about the well-being and education of all his students. He was invited to attend the Individualized Education Program(IEP) meeting for a student who will be inhis class next fall. During the meeting, hewas asked to explain the types of teachingand learning activities that he requires forhis course. Then the IEP team determinedwhat kinds of assistive technology the student might need to be a successful learnerin world history. Mr. Lee wishes to remainoptimistic about how he can meet the academic needs of the student, but he knowshe has limited experience with and verylittle knowledge about assistive technology.Katie Wyatt is a professional rehabilitation counselor. Her job includes assistingstudents with disabilities in making thetransition from school to the adult world.She has been working recently with a student who wishes to go to college. Thestudent uses a wheelchair and requirestechnology for communication. Ms. Wyattneeds to know what kinds of expectationsthe student will meet in the postsecondaryenvironment and what types of supportthe student will need to be successful. Shewants the student to be prepared to makea successful transition.Ann Shumack is the technology coordinator for the Valley Shades City SchoolDistrict. She is well prepared for her rolein coordinating equipment, resources,and professional training in how to usetechnology as an instructional tool for engaging students and promoting learningwithin the district. However, Dr. Shumackis fielding more and more requests from3M01 CARP8494 03 SE C01.indd 320/01/14 4:18 PM
4Chapter 1 Assistive Technology: An Introduction and Overviewinstructional leaders and faculty for expertise in theuse of assistive technology.These professionals all have something in common: they need to know more about assistivetechnology. They should begin by learning how todefine assistive technology and by understandingthe laws that provide for it as well as the ethicalstandards of practice that support professionals.This and subsequent chapters describe what professionals must know about assistive technology toprovide services and successful learning opportunities for students with disabilities.INTRODUCTION TO ASSISTIVE TECHNOLOGYToday the challenges of teaching a diverse student population are at the forefrontof all education initiatives. At no other time have all students had such an opportunity to be educated by a team of professionals in an inclusive setting. Studentswith disabilities, English language learners (ELL), students at risk for school failure, and students who are gifted now have the opportunity to learn from oneanother in inclusive educational settings. Many students have benefited from inclusive settings that boast of well-prepared and caring teachers, effective strategies, and appropriate resources to meet their needs. For some, however, the roadhas been a journey of trials, discrimination, and even some errors.Educators now have the opportunity to individualize instruction withmany technological devices never before available in education. Many teachershave these devices available to them in their own classrooms. Not only instructional technology but also assistive technology (AT) can be customized to meet theneeds of students with disabilities. Although AT is widely used to ensure thatstudents with disabilities may participate in the general education curriculum,AT can also be used with ELL, students at risk, and students considered to begifted. AT can open a new world for students in inclusive settings, as well as foradults throughout the life span. AT makes it possible for students with disabilities to access the general education curriculum and be successful learners. Manyprofessionals seek a merging of instructional technology with AT to make learning accessible and reach a diverse student population (Cavanaugh, 2007).Assistive Technology DefinedWhat are the components of theAT definition?To understand AT, we must first define the term and understand how it evolvedfor students with disabilities. Assistive technology as we know it today evolvedfrom the definition in the Technology-Related Assistance for Individuals withDisabilities Act (Tech Act) of 1988 (Public Law 100-407). Assistive technology isan item or piece of equipment or product system acquired commercially, off theshelf, modified, or customized, and used to increase, maintain, or improve functional capability for an individual with disabilities.LAWS AND ASSISTIVE TECHNOLOGYThe Technology-Related Assistance for Individualswith Disabilities Act of 1988Better known as the Tech Act of 1988, the Technology-Related Assistance for Individuals with Disabilities Act (P.L. 100-407) was signed into law by PresidentRonald Reagan. This law provided funding for states to develop consumerM01 CARP8494 03 SE C01.indd 420/01/14 4:18 PM
Chapter 1 Assistive Technology: An Introduction and Overview5Figure 1-1 Assistive Technology Services1. Evaluating the needs of individuals with disabilities for AT devices.2. Purchasing, leasing, or providing for the use of AT devices by individualswith disabilities.3. Selecting, designing, customizing, applying, and maintaining AT devices.4. Coordinating and using other therapies and services with AT devices.5. Training and technical assistance for individuals with disabilities.6. Training or technical assistance for professionals.Source: Adapted from U.S. Congress (1988).information and training programs that were designed to meet the needs relatedto assistive technology of individuals with disabilities. The act defined two different areas related to AT and delineated assistive technology services and assistivetechnology devices. An assistive technology service is any service that directlyassists an individual with a disability in the selection, acquisition, or use of anAT device. An assistive technology device is any piece of equipment or productsystem, whether acquired commercially, off the shelf, modified, or customized,that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (U.S. Congress, 1988). The latter still is used frequently foreducational purposes. To clarify the term AT services, the Tech Act outlined ATservices within the law (see Figure 1-1).Under this law, grants were provided to states to support systems changeand advocacy activities related to statewide programs of technology-related assistance for individuals with disabilities. The Tech Act of 1988 was a monumentalmandate because it was the first law that actually provided a venue for the useof AT devices. In 1994, the Tech Act was amended (P.L. 103-218) to revise andextend programs of the Technology-Related Assistance for Individuals with Disabilities Act of 1988 and for other purposes.ReviewFigure 1-1.How might astudent’s IEP teamfind this informationuseful in planningfor AT?Telecommunications Act of 1996President Bill Clinton signed a major reform of telecommunications legislationon February 8, 1996. The Telecommunications Act of 1996 (P.L. 104-104) providedbenefits to all citizens as it related to the information superhighway that carried the United States into the twenty-first century. The act contained provisionsthat opened the doors to connect all classrooms to the information superhighwayby 2000. It also provided provisions for libraries to be connected. Accessibilityguidelines related to this act were published in the Federal Register in 1998. In part,the accessibility guidelines provided for accessibility, usability, and c ompatibilityof telecommunications equipment covered by the Telecommunications Act. Theguidelines specifically provided the requirements for accessibility, u sability, andcompatibility of new products and those products in existence that needed changesor upgrades to improve functionality. This legislation and the e nsuing guidelinesprovided a foundation for ensuring that the information superhighway becomeaccessible to all individuals.M01 CARP8494 03 SE C01.indd 520/01/14 4:18 PM
6Chapter 1 Assistive Technology: An Introduction and OverviewCarl D. Perkins Vocational and Technical Education Act of 1998The Carl D. Perkins Vocational and Technical Education Act (P.L. 101-392), better known as the Perkins Act, was first authorized in 1984. In 1998, the act wasreauthorized and provided individuals with academic and technical skills forsuccess in a knowledge and skills economy. Some of the activities supported bythe Perkins Act include access to career and technical education for students withdisabilities and the purchase of equipment to ensure access to the latest technology. Funds provided by the Perkins Act are allocated to both secondary andpostsecondary schools (Association for Career and Technical Education, 2005).Assistive Technology Act of 1998The Tech Act officially ended in 1998 with the passage of the Assistive Technology Act (P.L. 105-394) signed into law by President Bill Clinton. The purpose ofthe act was to support programs and grants to states to help them address thetechnology needs of individuals with disabilities. The Assistive Technology Actconsisted of four sections:Title ITitle IITitle IIITitle IVState Grant Programs;National Activities;Alternative Financing Mechanism;Repeal and Conforming Amendments.Title I Designed the awarding of grants to states to support capacitybuilding and advocacy activities. These grants were designed toprovide assistance to states in the maintenance of comprehensive statewide programs of technology-related assista
New! Pearson eText Available To enhance affordability and portability this exciting new edition is available as a Pearson eText. With the eText students can easily take and share notes, high-light, and search for key concepts. To learn more about the Pearson eText, go to
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