Introduction+to+Assistive+Technology+(AT)



*watch "UsingTechnologies to Support Diverse Learning Needs" *

"When Assistive Technology (AT) is available as an accommodation, it can serve as a powerful learning tool that compensates for deficits in reading, writing and information processing skills, thus enhancing classroom participation and access to the general curriculum" (Izzo, Yurick & McArrell, 2009, p. 9).

AT is defined as “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 of children with disabilities” (US Department of Education, 2004). AT may represent adapted everyday devices or devices that can be used to access instructional technology or very specialized equipment that is designed to perform specific functions.

In Alberta, Assistive Technology for Learning (ATL) is defined as “the devices, media and services used by students with physical, sensory, cognitive, speech, learning or behavioural disabilities to actively engage in learning and to achieve their individual learning goals” (Alberta Education, 2006, p.1). Thus, AT represents a variety of tools ranging from low-tech (i.e., pencil grip) to high-tech (i.e., Augmentative and Alternative Communication (AAC) device) tools. ATL services may include human resources and knowledge as well as the supports required for the student, staff and family in each environment for successful AT implementation (Alberta Education, 2006).

AT may positively impact a student’s functional skills in the areas of reading, written expression, math, problem-solving, communication, recreation, daily organization, seating/positioning, hearing, seeing, self-care, mobility, and behaviour (Alberta Education, 2006).



"RVS operates a continuum of supports and services that work to improve learning for all of our students. Our continuum of support is a system of interactions between learner, teacher, parents and various professional and support staff who work to eliminate barriers in a student's learning environment in order to maximize learning success for a student's educational program." (Roberts, 2014). The assistive technology supports discussed on this website, support students within RVS' Continuum of Supports at the universal interventions level as well as the targeted interventions level.