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District 196 expands assistive technology to boost access, communication and independence for students with disabilities
Summary
District 196 staff described a range of assistive-technology supports now in classrooms, from low-tech tools to eye-gaze and speech-generating devices. Presenters said about 476 students use iPads as speech-generating devices and that device use has grown substantially since 2014.
District 196 presented examples and student testimonies Monday showing how assistive technology supports students with disabilities to access instruction, communicate and gain independence.
Janet Fimm introduced the presentation as a collaborative effort involving special education coordinators, speech-language pathologists and classroom staff. "Our approach is rooted in collaboration and deep commitment to students at the center," she said in the meeting introduction.
Presenters explained that assistive technology (AT) ranges from low-tech tools, like pencil grips and picture boards, to mid-tech tools such as audiobooks and single-message switches, up to high-tech devices including speech-generating devices, eye-gaze systems and multiline braille displays. Staff noted the Individuals with Disabilities Education Act requires consideration of AT in individualized education programs (IEPs).
Staff shared video examples and family comments. A parent described a student who uses a Tobii Dynavox eye-gaze device and has gained independence, "She's now able to go to a restaurant and order what she wants," the parent said. A student named Preston, who is blind, described using a district-issued iPad with built-in screen reader software and a multiline braille display provided through a pilot; he told the board these tools provide access to Google Docs, Schoology and other materials.
District staff said approximately 476 students from birth to age 22 are using iPads as speech-generating devices, a number they said represents large growth since 2014. Presenters described a team-based process for selecting and trialing devices with families (the district's SET process), ongoing professional development for staff, and efforts to normalize communication tools within general education classrooms so devices are not treated as "add-ons." Staff said costs are covered through a mix of district resources and family/district collaboration depending on the situation.
Why it matters: assistive technology can change classroom access and post-school outcomes by enabling communication, literacy and participation. The district framed the effort as one aspect of equity and preparation for transition out of school.
