High-Tech Phone/Tablet/Computer with Augmentative Communication Software/App

Off-the-shelf device that has been adapted via software/app to be a communication tool with sophisticated programming and access options, multiple options for customization, multiple access options, and may also have computer access and smart technology functionality.

Considerations:

Size (weight, length, depth);
Mounting (mobility device, table/desk, floor);
Transportation (carried, mounted, multiples in various environments);
Array (size of complete array, size/spacing of padding of symbols/letters/words);
Symbol selection (line drawing, photo, black and white, complex, simple, one concept or multiple, contextual clues or single focus, color, contrast);
Options to configure (linear row column, linear column row, linear step-by-step or list, groups and subgroups of targets, circular dial, etc.);
Static arrays only, though some systems do allow for multiple static pages to be switched in and out;
Vocabulary representation may be tactile (braille, 3D symbols, embellished 2D pages/boards), visual, auditory, or a combination;
Speech is digitized or recorded and will be the age/gender/cadence/prosody/language of the person recording the vocabulary targets;
Vocabulary targets can be represented by braille, letters, numbers, words, phrases, graphic symbol set, pictures, Morse code, semantic icons, tangible/textured symbols, etc.

AT Category: Communication
- Augmentative and Alternative Communication (AAC)

High Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

Make Learning Accessible Find potential contacts within your LEA and at your ESC for support.

Need Support

Find potential contacts within your LEA and at your ESC for support.

Speech-Language Pathologist (SLP): An SLP is a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a speech impairment (SI) and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the special education service of speech therapy. An SLP may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Speech therapy in schools most often addresses communication skills in the areas of articulation, language, and fluency. SLP services can be provided 1:1, in a small group setting, or may involve the SLP providing inclusive support in a general education classroom. The SLP may be a member of the LEA assistive technology (AT) team.
Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
Physical Therapist (PT): A PT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related service of physical therapy. A PT may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Physical therapy in schools primarily addresses gross motor skills of students, and may include exercises designed to develop strength and endurance, range of motion, and flexibility. The PT may be a member of the LEA assistive technology (AT) team.
Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Communication

Implementation Context In what activities, classes, or environments will the student utilize this tool?

Individuals who have complex communication needs may benefit from “high tech” AAC devices. Deciding on the most appropriate AAC system would require a consultation and evaluation with a qualified speech-language pathologist. For students who are unable to express themselves verbally, an AAC device becomes a gateway to empowerment and self-advocacy.

An AAC device allows a student who is not able to communicate verbally with access to resources to increase self-advocacy and that may be communicating via an AAC device. Effective communication is essential for building and maintaining social relationships. AAC devices facilitate social interaction by enabling students to initiate conversations, express emotions, and engage in collaborative activities with their peers. By actively participating in social interactions, students develop valuable communication and interpersonal skills that contribute to their overall self-advocacy.

Because of limitations in fine and/or gross motor skills, certain people may struggle to utilize a "high tech" AAC device with their fingers and hands. Fortunately, there are numerous methods for adapting device access. This might involve simple adjustments like altering the duration of button presses for selection or utilizing a stylus in place of fingers. More intricate modifications could include scanning, wherein individuals use their head or hands to press buttons and choose messages on the device's screen. Additionally, individuals may employ eye movement to operate an AAC device equipped with eye-tracking technology.

Indirect access: Single/dual/multi-switch, Scanning, Auditory scanning, Scanning blink, Scanning dwell, Vocalization
Direct access: Touch, Typing, Touch screen, Pointer/stylus, Mouse/headstick, Joystick/trackball, Eye gaze, Optical head pointing, Facial recognition/follow