Should not ALL technology be considered "assistive", as it helps us do things
that would be difficult or impossible to do in the available time without assistance?
Consider the manual typewriters many of us used in college. I know that, in my case at
least, many a paper was written at the last minute and often contained left-out words
hastily inserted in pen as I crossed the campus to turn in the paper! I trust that this
was not unusual among students, as it was never questioned or counted against me in the
grading of routine writing tasks. Now, however, with widespread use of more powerful word
processors, I would find it unconscionable to turn in such a poor excuse for a paper. Pen
marks? Never! And paragraphs left unchanged even though they would have made my points
better if presented in a different sequence? Never! Just pick them up, drag them around,
and make them the best they can be!
The tasks that a person with disabilities must do with technology may or may not be different and more critical than my tasks, but the reason for using the technology is exactly the same!
Here is some additional reading you might want to read now or later:
ATEN Fact Sheet: Candidates for Assistive Technology
NOTE: All supplemental readings can also be accessed at any time from the Resources link on the SETT Workshop home page.
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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.
ŠEducation Development Center, Inc.