Posted by: Jill McCann, M.S. SpEd, Special Education Resource Lead-Open Access
Jessica Rosenberg, SpEd/Gen Ed Teacher & AT Specialist & Regional Open Access AT Lead
In the ever-evolving landscape of K-12 education, ensuring equal access to quality education continues to be a core belief for Assistive Technology (AT) Specialists. We have always played an important role in making education accessible to students with diverse needs. Luckily, our flexible problem solving and excitement about emerging technologies…help us to ride the ever changing wave that we are on and participate in conversations about how our role is evolving.
As schools and educators begin to embrace and implement the Universal Design for Learning (UDL) framework, and students have easier access to built-in accessibility features in educational technology, the role of the AT Specialist has been undergoing some transformational shifts. Today, the AT Specialist needs a broader range of knowledge encompassing UDL, accessible education materials (AEM), and educational technologies. There is also a movement towards capacity building models for AT rather than the traditional expert-driven model which is shifting AT Specialists to support and coach teams in considering AT for their students with individualized education plans (IEPs) without the need for an AT assessment.
Just when we think we've got a handle on all of the fast-changing and emerging technologies, along comes artificial intelligence (AI)! In the world of AT, we could argue many AI technologies have been around for a long time like smart word prediction programs, but now the wheels are spinning warp speed in terms of AI-powered tools for education.
Assistive Technology Innovations Over Time
For decades, the evolution of Assistive Technology has been at the forefront of many groundbreaking technologies, many of which are now commonly used by all of us today. Its emergence was driven by the pressing need of individuals with disabilities for innovative solutions that would enable them to access mainstream resources and equipment. While many might link the development of tools like text-to-speech, word prediction, and environmental control systems to the era of smartphones, its just not the case. These types of tools were conceived decades ago and improved over time. Back then, acquiring them for students was a bit more challenging and often required assessments to "justify" purchasing these expensive technologies.
As we fast forward to the present, tools like closed captions, text-to-speech (TTS), voice control, touch screens, and word prediction, are seamlessly integrated into the fabric of modern life on our phones, computers, and devices.
While AT still remains important for many students, the availability of built-in accessibility features has been a game changer for students with disabilities. Educators are becoming increasingly aware of these accessibility features and IEP teams are feeling more empowered to "consider AT'' for their students without an assessment by an AT Specialist.
Modern assistive technology encompasses a wide range of tools, including apps and extensions for computers, Chromebooks, iPads, and Smartphones, which increase access and address student variability and preferences. These built-in tools and features can support ALL learners, which also complements the UDL framework by providing students with the tools they need to reduce barriers to learning.
Depending on the type of computer and software being used, a variety of accessibility features are available. Below are links to accessibility resources for popular platforms:
Microsoft Accessibility: Explore content using accessibility features of Microsoft products.
Apple Accessibility: Find an overview of accessibility options for iDevices.
Google Accessibility: Discover accessibility features across Google and Chrome products.
Assistive technology in education is a story of progress. As part of an expert-driven model, the AT Specialist was most often required to assess the student's need for AT and make recommendations to the IEP team. In our experience, and many other AT Specialists we have talked to, this model eventually becomes unsustainable, and the "life-work balance" can can become unbalanced over time. Part of the challenge comes down to the limited availability of trained AT professionals and competing staffing priorities. There just aren't enough of us to fully meet the needs of students, particularly those AT Specialists who serve entire counties and multiple districts.
In search of a solution to the unsustainable expert AT delivery model, the AT team in Placer County attended a ‘Building Capacity in AT’ workshop at a national conference a number of years ago. Industry leaders Gayl Bowser and Denise DeCoste spoke about the importance of capacity building for assistive technology and provided invaluable ideas and resources for supporting teams to move in this direction.
Currently, Open Access is immersed in its second year of another five-year grant cycle, where the primary focus is on Universal Design for Learning. UDL's key foundational concepts focus on embracing learner variability and removing barriers. Assistive technology and Augmentative Alternative Communication play a vital role in supporting these key concepts. Open Access continues to assist our dedicated regional teams across California with the implementation of UDL, AT, and AAC. Additionally, we are working to expand the resource library, making materials available to everyone through the website. The project continues to offer no-cost training opportunities as well as provide targeted and intensive support for districts seeking to implement systemic changes that enhance access for all students.
The Impact of UDL & AEM
UDL has become a driving force in reshaping educational technology and redefining the role of AT Specialists. It promotes designing accessible learning environments from the start, recognizing that each student is unique with varying needs. UDL principles emphasize flexibility and adaptability to remove barriers to learning. This has led to the development of educational technologies that prioritize access and inclusivity, creating a new lens that AT Specialists can look through when supporting IEP teams.
The UDL Guidelines also incorporate assistive technology to ensure learning environments and lesson plans address potential barriers. By designing materials and spaces that respect the interaction needs of all learners, educators can create seamless connections with accessible technologies. This approach enables all students, including those with disabilities, to effectively engage, navigate, and demonstrate their knowledge.
CAST's National AEM Center is a great place for educators to begin exploring their role in providing and making materials accessible to all students. The website offers an abundance of resources and training opportunities to start designing with accessibility in mind to create accessible documents and videos. AEM also provides guidance for making writing, reading, and math more accessible, along with a variety of strategies and technologies that support these areas.
The evolving AT Specialist needs to dive deeper and understand the nuances of the UDL framework and AEM and how they work together. They can address not only the variability of all students but also play a big part in creating pathways to access for students with disabilities.
What About AI?
The next big thing the AT Specialist will need to become familiar with is AI. It's already here and it will increase at a rate that may be a bit challenging to keep up with.
Thankfully, there is plenty of guidance available as we enter the age of AI. ISTE's article "5 Quality Indicators for EdTech and AI" is a great place to start. ISTE along with six other educational organizations have collaborated and agreed on the indicators we should consider when choosing EdTech and AI tools. In a nutshell, the tools need to be safe, evidence-based, inclusive, usable, and interoperable. The indicators include choosing EdTech products that prioritize accessibility, inclusivity, and equitable design to effectively serve learner variability and diverse backgrounds to meet the needs of all learners.
Many questions are arising for districts on how to adopt and vet AI that meets student privacy mandates and district policy requirements. Educational IT leaders across California are busy working to develop guidance and policies for the successful adoption of AI tools that can be used by educators and students. So for now, AT Specialists and IEP teams should work with their district IT representatives collaboratively when considering AI solutions for students who need specific tools to address barriers to learning to ensure the tool meets the needs of the student and also meets current privacy mandates.
Here are just a couple of ways AI may be impacting assistive technology and the role of the AT Specialist:
Enhanced personalization and customization: AI-powered text-to-speech, predictive text, and voice recognition tools can adjust to each student’s learning style and preferences, making AT more responsive. Tools like Voiceitt have developed speech recognition for non-standard speech. It requires some voice training so the tool can learn the unique speaking style of the user. This technology can make a huge difference to learners with disabilities affecting speech as well as support students who have accents. In July of 2024, Co:Writer word prediction was added to Read&Write for Google Chrome. This advanced word prediction tool includes over 500 topic dictionaries and uses Neuron™ which predicts words based on the "natural relationships of ideas and concepts in the brain."
Improved Accessibility of Mainstream EdTech Tools: AI has integrated advanced accessibility features into widely-used educational tools, making them more accessible to all students. With AI, AT specialists can more easily adapt mainstream tech for individual needs, focusing on customizing settings and providing tailored guidance rather than relying solely on specialized tools. Tools like FigJam, KAMI, Kahoot, Nearpod, and Padlet all have numerous accessibility features making them more usable by a wider range of students to improve their participation and use of the EdTech therefore reducing the need to "layer" additional accessibility tools on top of the EdTech tool.
Just a shout out to a couple of popular AI tools districts and educators are beginning to explore: MagicSchool.ai and Schoolpsych,ai. These programs can support the AT Specialist and IEP teams in many different ways like providing suggestions of a range of AT along with implementation strategies. However helpful the AI tools may be, they do not take the place of a team-based AT consideration process. We can think of AI as a way to support teams and specialists, not replace them.
Challenges and Opportunities
Despite the positive changes, there are still challenges for AT Specialists. Keeping up with the rapid pace of technological advancement, navigating caseloads, and supporting IEP teams can sometimes be overwhelming. Possible solutions include: ongoing professional development for AT Specialists, collaboration and training of IEP teams in making solid team-based AT decisions for students, and making time to be up to speed on emerging technologies.
There are numerous options for AT Specialists to expand their knowledge and connect with others in UDL, AEM, and AT worlds. Here are just a few:
AT industry conferences: ATIA, CSUN, and Closing the Gap.
CAST's AEM Cafe (sign up for free monthly webinars)
Open Access Inclusive Learning Circles (free webinar series on UDL, AT, AAC)
QIAT's List (participate in collegial discussions about all things AT)
RESNA's AT Forum (a place to discuss and exchange ideas)
If you are looking to up your game with UDL and AEM, there is no better place than CAST and CAST's AEM websites which are full of research, free educational materials, and resources.
Open Access' UDL Resource FlipKit , AT Resource FlipKit, and AAC Resource FlipKits - contain a repository of strategies and products to support educators and students. Use the filter tool to narrow your search and find what you are looking for.
Key Responsibilities of the Evolved AT Specialist:
Assessment, Service, and Support: AT Specialists continue to assess students' needs while also looking through the lenses of UDL and AEM. When needed, they continue to provide service to support the implementation of AT. They can support teams in development of trial and implementation plans, and guide teams in the recommendation of AT.
Consultation & Collaboration: AT Specialists consult with and empower IEP teams in doing consistent team-based AT Considerations for students. (Learn more about a team-based AT Consideration process on the Open Access website). By doing this, the AT Specialist is empowering IEP teams and helping to build capacity so that all students get the AT they need.
Research-Based Recommendations: AT specialists keep up with emerging research and technology trends that support students with disabilities
Expanded Training: AT Specialists can play a pivotal role by providing professional development opportunities to build capacity of IEP teams and educators on topics of UDL, AEM, AT, and accessibility.
Advocate for UDL: AT specialists support the broader adoption of UDL principles and AEM, advocating for flexible and accessible materials that reduce barriers for all students, not just those requiring AT.
Proactive Coaching and Planning: They support teachers in building opportunities to embed technologies into lesson planning and creating accessible options for students to demonstrate their learning. Accessibility features can benefit a range of learners, and help minimize the need for retrofitting later.
Final Thoughts…
The role of Assistive Technology Specialists in K-12 education is expanding from a focus on
the expert-driven model that includes assessment and service, to a more comprehensive approach that integrates UDL, AEM, and a wide array of educational technologies. They can empower IEP teams to use a consistent team-based AT Consideration process to address the AT needs of students in order to expedite getting students the tools they need without having to go through a lengthy assessment process . Throughout California, AT Specialists are a small but passionate group of dedicated professionals who work hard to ensure access and inclusion in the modern classroom.
At Open Access, we have had the privilege of working with amazing AT Regional teams across the state, sharing stories, and finding solutions to the questions that come up. As the educational landscape continues to change, so too will the responsibilities of AT Specialists, adapting to the needs of students in an ever-more inclusive and technologically advanced environment. AT Specialists are all about adapting and problem solving…. So if you are an AT Specialist, know you are not alone. We are all riding the technology evolution wave together!
References:
Augenstein Shawn, (2024). The stumbling blocks for artificial intelligence in K–12 education. Technology Solutions That Drive Education. https://edtechmagazine.com/k12/article/2024/05/stumbling-blocks-artificial-intelligence-k-12-education
CAST, Inc. (2024). The UDL Guidelines. https://udlguidelines.cast.org/
DeCoste, D., & Bowser, M. G. (2020). The Evolving Landscape of Assistive Technology in K-12 Settings. https://www.atia.org/wp-content/uploads/2020/06/ATOB-V14-A6-DeCosteBowser.pdf
Global report on assistive technology. UNICEF. (2022).
ISTE Standards: For Educators. ISTE. (2024).
Ryan, T., & Khazei, S. (2023). Leveraging the K-12 Gen AI Readiness Checklist: A guide for district leadership. CoSN. https://www.cosn.org/leveraging-the-k-12-gen-ai-readiness-checklist-a-guide-for-district-leadership/
Smith, E. M., Graham, D., Morgan, C., & MacLachlan, M. (2023). Artificial Intelligence and assistive technology: Risks, rewards, challenges, and opportunities. Assistive Technology, 35(5), 375–377. https://doi.org/10.1080/10400435.2023.2259247
Zallio, M., & Ohashi, T. (2022). The evolution of assistive technology: A literature
review of technology developments and applications.