10 Ideas for Assistive Technology

1. Figure out your student body by talking to special ed. - All collaboration is good collaboration.  Getting in touch with your special education team to learn more about your students with special needs is the first step towards assisting students.  As teachers, our ultimate goal is for students to explore and learn. Getting to know what they need to achieve this goal is important.

2. Figure out who is in charge of AT. - Once you find out what challenges your students are up against it is time to start looking at how you can help them work through the challenges that get in the way so they can work on their proper academic challenges.  Students shouldn’t be challenged to access materials, our job is to provide them with the tools to help them develop intellectual independence. Defer to the expert and gain some expertise of your own.

3. Tour your library - It’s important to look at the physical space and the formats of materials.  I think since I am not the person experiencing the challenges I would first want to do a tour with the person who is in charge of AT.  Their help pointing out ways to improve student experiences would be very valuable. Once I have gained that knowledge the second layer of touring the library would be to be able to do it with the students who need assistance or if available have the AT specialist join in.  Go right to the source. What is difficult to access or where are the struggles happening. An experienced AT may be able to provide guidance and ask the right probing questions to students.

4. Professional development AT - I find one of the best ways to learn about new topics are from visiting other libraries.  All too often we operate in little bubbles and it’s a wonderful thing when that bubble bursts and turns into an opportunity to grow and learn.  Most school districts offer tons of technology course over the summer and throughout the year. Any technology course that showcases applications and software is likely going to be able to create opportunities for learning about assistive technology.    

5. Form a focus group - I would realistically think of this more as joining a focus group.  I would find this a very daunting task and that the AT point person might create a team of teachers and specialists to see how to best support teachers and students through assistive technology.

6. Use what’s already there - Who isn’t guilty of using technology to its potential?  If you say you I’m going call you out and say check that cell phone. It’s very difficult to understand all the features of technology software and applications.  This is a topic that can get overwhelming fast. It would probably seem a lot easier if you dug deep into what you currently use before even seeking out new outlets.  Ask the AT to familiarize you with all the features of Google. That should keep you busy for a decade. Or search the internet for the tools you know along with key search terms assistive technology.  See what comes up.

7. Identify budgeting - It’s unlikely that your library budget can support much assistive technology.  It’s likely that you will have to seek out district support to get any big equipment. That doesn’t mean that you don’t already have what you need through district subscriptions.  Keep asking questions.

8. Talk to administrators - Listen closely to teachers and at staff meetings.  What are growing trends and how can you focus your efforts to address some of the most widespread challenges first.

9. Vendors - People that have something to sell are great to work with.  Almost all vendors have a way for you to pilot technology, how else would they be able to sell.  Let the vendors do the legwork and push for customer satisfaction. Just get ready to dodge phones calls for eternity once they have your contact.

10. Communicate - Let the world know that you are there to support.  Providing AT is part of good teaching and supporting students. It’s important to let parents know so they see concrete ways that you are supporting students.  It’s important for teachers to know so that if they find themselves working with a student with similar needs they know there is help. Also, hearing another teacher’s story or journey through AT, it may motivate other teachers to reach out for support.