Assistive Technology Assessment
By Hajer Chalghoumi
The use of technology, mainly assistive technology (AT) in teaching and learning of students with disabilities is a cause of both interest and much concern to parents, teachers, and administrators. Within issues related to technology use, AT assessment is one of the most important. This section presents useful information to frame the AT assessment process.
It is divided into the following parts:
1: AT in the educational setting – guides you through the legal considerations related to AT in the educational setting in Canada.
2: AT in the individual education plan (IEP) - clarifies the place of AT in the individual education plan (IEP)
3: The AT assessment process – provides practical information to frame AT assessment process and cites some interesting references on the subject
The Assistive Technology Assessment relates to the following sections of the Accessibility for Ontarians with Disabilities Act (AODA) Integrated Accessibility Regulation:
1. The Assistive Technology Assessment section describes how educators can utilize inclusive technologies to develop and guide learning plans with and for students to enhance their individual educational needs and goals (IEPs, Accomodations).
2. People interact, learn and communicate in diverse ways. Learning opportunities are increased when flexible ways of engaging with learning materials are provided. Considering how people communicate is important for knowledge to be exchanged. Alternative formats take into account diverse ways of exchanging information.
3. The AODA legislates that educators, teachers and staff learn about accessible course delivery, instruction and evaluation (assessment) and be knowledgeable at interacting and communicating with people with disabilities who may use alternative formats.