What Do Virtual Assistants, Spell Check, GPS Have in Common?

They’re tools that make our daily lives easier, and they’re also assistive technology

Writing by Alexa Berman

Have you ever washed your hands with an automatic soap dispenser? Watched a movie with closed captions? Used a keyboard to type rather than handwrite notes? If the answer is yes, then you have used assistive technology (AT).

“Assistive technology tools can benefit everyone, and whether you realize it or not, almost everyone is using them,” says Alison Heitin, a speech language pathologist and assistive technology specialist with the Katonah-Lewisboro School District. “You don’t need some specialized software to access accessibility features. They’re right there.”

Assistive technology is any tool or system designed to help individuals with disabilities perform tasks that might otherwise be difficult or impossible. They can range from low-tech options like footstools or planners all the way to high-tech tools like hearing aids or smart home devices.

Many of these products can make everyone’s lives easier, and, lucky for us, what starts out as AT often becomes available to the general public for widespread use.

“While assistive technology is necessary for some, it’s beneficial to all.” Margaret Browning Barnickel, assistive technology coordinator at Bedford Central School District, explains. “What is built for someone in a wheelchair also helps the mom in the stroller.” 

The same can be said for children, especially in school. Assistive technology levels the playing field, allowing all children to access their learning in a way that works for them.

Revolutionizing learning

AT changes lives and bridges the achievement gap for students with disabilities by making learning more flexible and accessible.

There are many reasons students may struggle to learn, such as visual or hearing impairments, ADHD or autism, and even conditions like dyslexia, dysgraphia, dyscalculia or dyspraxia. AT can help these students overcome hurdles so they can learn alongside their peers.

“For example, a student with cerebral palsy who can read but can’t physically manage a book can’t access literature in a paper-only classroom without an adult’s help,” says Browning. “But if there is an option to read an e-book, they can be more independent. And when kids are connected to their work, they feel better about themselves.” 

Another example is poor fine motor skills or low muscle tone, which are  symptoms of various conditions, one of which is dyspraxia. These two problems can make the physical act of writing difficult. These students cannot hold a pencil for a long period of time because their hand quickly fatigues, resulting in frequent breaks and messy handwriting. It makes almost every subject more challenging. 

However, when Heitin gave one of her students with dyspraxia an iPad and Apple Pencil, they said it was a “game changer.” The hover feature on the second generation Apple Pencils allowed the student to lightly grasp the pencil and hover it over the iPad, essentially writing on air. And with an additional feature that converts their handwriting into text, the student can now write easily and legibly throughout the day.  

“Solutions like these can take some of the heavy lifting out of tasks that might otherwise feel difficult, especially for kids,” Heitin says.

Students with ADHD, for example, might struggle with focusing on their work and/or organizing their materials. But there are AT tools that can simplify the student’s screen to prevent distraction, audio options to help them focus on what they read and digital tools designed for organization.  

Reading disabilities like dyslexia are another barrier; students with dyslexia often struggle with reading comprehension, spelling, and writing. 

“A student like this may benefit from having an inverted background with a different font,” Heitin explains. 

Helping everyone

Just like automatic soap dispensers, closed captioning and keyboards are available to everyone regardless of ability, the same approach can be taken with assistive technology in the classroom. This concept is called Universal Design for Learning (UDL); it’s a teaching approach that strives to accommodate the needs and abilities of all students. 

“We look at assistive technology through the lens of UDL,” Browning explains. “So while some students need assistive technology, other students without identified needs could also benefit from those same strategies. This creates an inclusive environment.” 

“Universal design typically occurs in the planning phase.” Browning continues. “Educators are looking at the curriculum, the environment  and adding access points before the students walk in the door. For instance, when reading a story in class, there can be paper books, an electronic version, a read-aloud option, a partner reading opportunity  and even a graphic novel version as a means to plan for all types of learners.”

Other examples of UDL include: 

Alternative assignment options, such as slideshows, comic strips, or speeches.

Closed captioning on video-based lessons.

Flexible student environments with options for large group work or quiet independent work.

Posted lesson goals so students can reference what they are working to achieve.

With UDL, the curriculum also becomes more fun and interactive. Because, as Browning puts it, “you have to get them hooked, right?”

However, not every AT tool should be incorporated into UDL.

“There are some tools, like an eye gaze or a head pointer, that are built for specific identified needs.” Browning explains. “Walking into a classroom, these specialized tools aren’t accessible to everyone. When there’s a barrier in place that really prevents students from moving forward or sharing their knowledge, then an individualized assistive technology approach can help.” 

Navigating an ever-changing field

But because assistive technology is constantly evolving and improving, finding the right tools can be challenging. 

“Something you recommended yesterday could be defunct today,” says Heitin.

However, while staying current is necessary, Heitin and Browning agree that it’s not always about the latest invention when it comes to AT; it’s about what works best for the student. And depending on the student’s age, AT specialists often walk a fine line between assistive technology that can help the student and might make the student stand out when all they want to do is fit in. 

“While I love a fancy new tool, students also need to feel secure with what they are using,” Browning says.

And, as with any new development, there’s always a learning curve. So it’s about finding the right tools for each student, which often requires a lot of trial and error.

“More is not always better,” Heitin says. “Sometimes the more can be paralyzing. You want to have tools the student can master and use functionally. Assistive technology is only assistive if the student perceives it as helpful.”

What the future holds

Heitin and Browning say they’re excited to see AI as a more prominent feature in AT. They believe AI, when used properly, will become a productive and powerful tool for everyone in the classroom.

For teachers, they see AI as a tool beyond designing materials for various learners. 

“Right now, there are a lot of teacher tools that are helpful,” says Browning. “For example, if you’re trying to find the right assistive technology for students, you could type the student’s  barriers into the prompt and ask AI to scour the internet for the latest strategies and best fits. But, since the software is so new, you still have to do your research after you receive that information. As the technology develops and becomes more reliable, I think it will increase teacher access to accurate information and resources.”

Heitin sees AI becoming a valuable tool for students, especially those who struggle with writing.

“I think it will be beneficial for idea generation and helping stuck writers get started.” Heitin says. “It can also be helpful with critical thinking and elaboration. So if you have a reluctant writer who might feel finished with a nine-paragraph essay after only writing three, AI could prompt the student again so they can continue writing. They could ask, ‘What are some details that I can add,’ or, ‘What points am I missing?’”

“It’s all about this human-computer balance,” Heitin continues. “With some structure around use and some time to figure out how students should interact with it, I think AI can be really powerful.”

And Browning and Heitin also dream of a future where AT is fully embraced in every classroom, just like it is in our daily lives.

In Heitin’s version, tools aren’t seen as “crutches” or “cheating”—they’re merely different access points. Browning envisions a day where kids have been exposed to AT since entering the school system and no child stands out. For example, all classrooms would be equipped with various seating options, students would always have a choice on how to demonstrate their knowledge and there would be more project-based experiential learning opportunities. 

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This article was published in the September/October 2024 edition of Connect to Northern Westchester.