TECHNOLOGY:
the speech/language pathologist can make
recommendations regarding communica-
tion tools.
Try different types of technology.
Helping Children with Special Needs
Explore, Communicate & Learn
N
— by Ashley Talmadge
ew gadgets, phones, and
apps make our lives easier,
it’s true. But for people with
special needs, technology offers more than
convenience. It can mean the difference
between participating fully, and being left
out. And now that we’re all using portable
electronic devices, kids with disabilities
are finding it easier to fit right in using the
technology that allows them to communi-
cate, socialize, and learn.
With innovations emerging daily, par-
ents may feel overwhelmed by the options.
Following a few simple guidelines can
help you find the device or program that’s
perfect for your child.
Know your child’s needs.
Describe your child’s challenges and
strengths. What can she do or not do in
comparison with her peers? What would
she like to do that she can’t do now? For
instance, some students have difficulty
reading print, but are perfectly able to un-
derstand information when it’s delivered
verbally. For some children, it’s very im-
portant to “fit in,” and they’ll be reluctant
to use any device that draws attention to
them. If a particular piece of technology
has already caught your child’s attention,
what’s appealing about it? How do you
think it might help her?
Do a little research.
Nonprofit organizations provide on-
line support and disability-specific infor-
mation. These are often good places to find
assistive technology suggestions, product
reviews, updates on current research, and
parent support groups. Many of them have
local chapters, or can direct you to another
36 WNY Family April 2019
group in your community. Examples are:
• Autism spectrum disorder: Autism
Speaks (www.autismspeaks.org)
• Cerebral palsy: MyChild (www.
cerebralpalsy.org)
• General disability support: My
Child Without Limits (www.
mychildwithoutlimits.org)
• Learning disabilities: Understood
(www.understood.org)
• Visual impairment: American
Foundation for the Blind (www.afb.org)
Seek professional advice.
Therapists, teachers, and doctors who
work with your child will have sugges-
tions. Be aware of the specific areas each
might be able to help with. For instance,
your child’s occupational therapist can
help with fine motor and sensory issues
— writing, dressing, eating, and handling
materials. The special education teacher
will know about devices that assist with
behavioral or academic challenges. And
Even within a specific disability
group, a device might work well for one
person but not another. Kids have different
physical, cognitive, and social-emotional
needs. Family dynamics, the physical
layout of home and school, and personal
preferences all play a part in determining
which technology is a good fit. It’s im-
portant for your child to try the options,
preferably in a variety of settings. Lending
libraries for assistive devices are available
in every state. People with special needs
can try out equipment, and then take it
home for a period of time (usually about
30 days). Your child’s school should also
have a variety of items available to try.
Technology at School
If your child is on an Individualized
Education Program (IEP), her school
should support her use of technology
when there is an educational need. Fed-
eral special education law defines Assis-
tive Technology (AT) as: “Any item, piece
of equipment or product system… that is
used to increase, maintain, or improve the
functional capabilities of children with
disabilities.” That’s a bit of a mouthful,
but it means AT can include everything
from low tech devices (like a pencil grip),
to high tech computers and accessories
(like a refreshable-display braille key-
board). Federal law also requires the team
to consider AT needs when developing a
child’s IEP.
When a member of your child’s IEP
team makes a referral for AT services, the
district must provide an evaluation at no
cost to the family. The AT specialist will
make recommendations based on the
SETT framework:
The Tech-Friendly IEP
Carefully documenting a student’s AT needs helps ensure that devices are used
consistently and appropriately, and that ongoing evaluation and training are provided.
The IEP…
…is a legally binding document.
…cannot be changed outside of a formal IEP meeting.
…should specifically document the AT devices and services needed by the student.
Details regarding types of equipment, where and when AT will be used, and expec-
tations for outcomes should appear throughout the IEP in:
Present levels of performance,
Goals and objectives,
Special education and related services, and/or
Supplemental aids and service.