Mythbuster Series #6: Assistive Technology (AT) Just Means Expensive Tablets and Computers

[STEMIE Center]

Fact: Assistive technology ranges from low-tech aids, such as grasping supports, to specialized high-tech supports, such as an augmentative communication system, based on the individualized needs of the child.

Victoria Waters, M.Ed. is an Educational Consultant at UNC’s FPG Child Development Institute and Outreach Manager for STEM Innovation for Inclusion in Early Education Center (STEMIE).

Chih-Ing Lim, Ph.D. is a Senior Technical Assistance Specialist at UNC’s FPG Child Development Institute and Co-director of the STEM Innovation for Inclusion in Early Education Center (STEMIE).

Ann Sam, Ph.D. is a Senior Research Scientist at UNC’s FPG Child Development Institute and Technical Assistance Specialist for STEM Innovation for Inclusion in Early Education Center (STEMIE).

Positive and inclusive STEM learning opportunities are essential for all young children, as interest in and belief in their ability to succeed in STEM fields forms at a young age (Early STEM Working Group, 2017). For young children with disabilities (birth to five), the use of assistive technology (AT) may be needed to provide access to STEM learning opportunities. Combining AT with effective teaching can promote children’s participation in learning (Winton, Buysse, Rous, Epstein, & Pierce, 2011). A common myth about AT is that it has to be an expensive high-tech electronic device, such as a tablet (US Department of Education, 2024). This is not the case. In fact, AT is the use of “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities” (Sandall et al., 2005). In other words, AT spans from low-tech aids such as visual cues and grasping supports that are usually created by families, teachers, or therapists, to mid-tech supports, such as button switches and standers to high-tech supports such as custom-built augmentative  communication device  and powered wheelchairs.

The following table provides examples of low-tech to high-tech AT devices/interventions that are most commonly used to support young children (birth to five) with disabilities in accessing learning opportunities.

Assistive Tech	Examples
Low-tech (typically do not require batteries, are inexpensive, and are created by families, teachers, or therapists)	·  Visual cues (e.g., colored borders, visual schedules) ·  Tactile outlines ·  Communication boards/binders (e.g., PECS) ·  Grasping supports (e.g., page turners using popsicle sticks) ·  Stabilizing mats/low trays
Mid-tech (generally need a power source but are generally inexpensive)	·  Speech-generating device (e.g., fixed displays, button switches, talking keyboards) ·  Apps ·  Timer ·  Switch-access device (i.e., to operate toys or other electronic devices)
High-tech (typically require a power source, are tailored to the young child’s specific needs, and can be pricey)	·  Augmentative communication device (i.e., dynamic and custom built) ·  Powered wheelchair ·  Tablet/Laptop

 Adapted from Qahmash, 2018, The IRIS Center, 2010; 2020, Waters et al., 2022, and STEMIE, 2023

Be sure to check out:

• A Guide to Adaptations
  • https://stemie.fpg.unc.edu/guide-adaptations
• A Guide to Book Adaptations
  • https://stemie.fpg.unc.edu/guide-book-adaptations
• Using AT for young children birth to five
  • https://dec-sped.org/connect-modules/learners/module-5
• Learn more about myths related to assistive technology
  • https://sites.ed.gov/idea/files/Myths-and-Facts-Surrounding-Assistive-Technology-Devices-01-22-2024.pdf

References:

• Early Childhood STEM Working Group. (2017). “Early STEM matters, providing high-quality stem experiences for all young learners: A policy report by the Early Childhood STEM Working Group.” Erikson Institute. http://d3lwefg3pyezlb.cloudfront.net/docs/Early_STEM_ Matters_FINAL.pdf
• Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). The Division for Early Childhood [DEC]-Recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CO: Sopris West, 307.
• Qahmash, A. I. M. (2018). The potentials of using mobile technology in teaching individuals with learning disabilities: A review of special education technology literature. TechTrends, 62, 647–653. DOI: 10.007/s11528-018-0298-1
• (2023). A Guide to Book Adaptations [PDF]. STEMIE. https://stemie.fpg.unc.edu/guide-book-adaptations
• The IRIS Center. (2010, 2020). Assistive technology: An overview. Retrieved from https://iris.peabody.vanderbilt.edu/module/at/
• S. Department of Education. (2024). Myths and Facts Surrounding Assistive Technology Devices and Services. U.S. Department of Education. https://sites.ed.gov/idea/files/Myths-and-Facts-Surrounding-Assistive-Technology-Devices-01-22-2024.pdf
• Waters, V., West, T., Lim, C., & Vinh, M. (2022). A Guide to Adaptations [PDF]. STEMIE. https://stemie.fpg.unc.edu/guide-adaptations
• Winton, P., Buysse, V., Rous, B., Epstein, D., & Pierce, P. (2011). CONNECT Module 5: Assistive Technology Interventions [Web-based professional development curriculum]. Chapel Hill: University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge. Available at https://dec-sped.org/connect-modules/learners/module-5