Assistive Technology
Arizona State Schools for the Deaf and Blind is committed to giving all students access to the general curriculum. Students are assessed for assistive and educational technologies that will help students reach their educational goals.
Legal Definition
Assistive Technology is “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 the functional capabilities of children with disabilities.”(Code of Federal Regulations)
Assistive Technology for Blind and Visually Impaired Students
We now have the tools to give our students access to materials and skills that will not only help students with visual impairments on their way to literacy, skill-building and job readiness, but will also enhance their lives. In ASDB programs, whether on the Tucson Campus or in the Regional Cooperative Programs, teachers are infusing the use of Assistive Technology throughout the curriculum.
As Assistive Technology usage expands in the public schools and at Arizona School for the Blind, Tucson Campus, it will become more common for blind and visually impaired students to have an Assistive Technology Assessment to determine which technologies will most effectively allow them to access and produce information. Our Assistive Technology Assessments use a team-based approach and result in a recommendation for equipment, training and the infusion of specific technologies into the daily curriculum.
All classrooms in the School for the Blind on the Tucson Campus have one or more fully accessible computers with screen-reading and screen magnification software. There are also fully accessible computer labs in the Elementary School, Middle School and High School, as well as a wireless, accessible 10-laptop mobile cart in the library. All HS and MS students who have been assessed with a need, receive Braille notetakers to use for their classes. All notetakers have wireless capability, a Braille keyboard with a 32-cell Braille display and built-in Oxford dictionaries. Other technologies in classrooms and labs include Braille embossers (including a Tiger embosser), Mountbatten braillers, Pictures-in-a-Flash, interactive whiteboards, descriptive audio, Braille translation software, talking dictionaries, talking calculators, graphics tablets and scanning software with built-in readers, IntelliKeys and communication boards.
Examples of Assistive Technology for the Visually Impaired in use at ASDB
Screen Readers
Software designed for voice output on the computer. Today’s screen reading software can handle voice output for word processors, Internet browsers, database and presentation software, and almost any program on the market.
Screen Magnification
Software designed to manipulate the appearance of text and images on the computer screen. The software gives the user vast control over the size of text, icons and images, color, and often has a speech component.
Educational Technology Programs designed for the Blind and Visually Impaired
Programs such as Talking Typer and Math Flash from the American Printing House for the Blind allow a student to navigate lessons without the use of vision. They have built-in speech and are often self-paced.
Scanning and Character Recognition Software
This software allows a blind user access to text in combination with an integral or separate screen reader. Some of the software also has built-in low vision accommodations so that the user can change the appearance of the text to suit his or her vision needs.
Electronic Braillewriter
An electronic braillewriter is not unlike an electric typewriter, but has many more capabilities. It has built-in speech, translation from print to Braille, automatic correction and built-in memory. It is often useful for young children with poor muscle tone.
Braille Notetaker
A braille notetaker is an electronic device not unlike a laptop or a personal data assistant with either a Braille or Qwerty keyboard. It functions as a word processor, book reader and planner. In the near future, a student will be able to use email and browse the web using these devices. Many of the braille notetakers have refreshable Braille displays. They utilize removable memory cards and can store vast amounts of information and books. A student can read and write on the same piece of equipment.
Refreshable Braille Displays
Used with a laptop or desktop computer and screen reading software, these portable displays allow a student to read what is on the screen in Braille.
Embossers and Braille Translation Software
Plain text can be easily translated into Braille using Braille translation software. A Braille embosser can be networked to computers or Braille notetakers to produce hard-copy Braille.
Alternative Keyboards and Associated Software
Alternative keyboards and communication Boards can be used in a variety of creative ways. Their multi-media capabilities allow flexible programming and access for students with multiple disabilities and/or sensory impairments.
Assistive Technology for the Deaf
At Arizona School for the Deaf and Phoenix Day School for the Deaf, Tucson, we strive to create rich, visual learning environments through the use of Interactive Whiteboards, document cameras, enhanced FM systems, mobile laptop carts and educational software that emphasizes visual content. We also make extensive use of video technologies to increase reading and writing skills and to enhance the use and teaching of ASL across the curriculum.
Augmentative Communication
Augmentative Alternative Communication (AAC) is an important part of the overall communication program at ASDB. AAC may be used with visually impaired or hearing impaired students. Communication is vital to successful living and children need to have intensive instruction in communication systems in order to maximize their independence and academic skills. ASDB relies on ASL (American Sign Language) as the primary mode of communication with our deaf students; however, deaf children with disabilities often need a means to acquire functional ASL as well as a means to communicate with non-signing individuals. Blind students with multiple disabilities may also receive instruction in AAC.