Bridging the gap: The role of assistive technology in early childhood education
Creating a high-quality early childhood setting is key to improving long-term outcomes for students with disabilities. Utilizing assistive technology (AT) ensures equitable access that supports children receiving services outlined in an individualized family service plan (IFSP) or an individualized education program (IEP) while serving as a bridge to enhance a child’s opportunities for meaningful participation across all learning environments. Exploring assistive technology options for young children with disabilities can be overwhelming for both educators and families. Thus, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). The Individuals with Disabilities Education Act (IDEA) defines assistive technology devices as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability” IDEA, 2004). In January 2024, The Department of Education’s Office of Educational Technology and the Office of Special Education Programs (OSEP) released a Dear Colleague Letter and guidance documents supporting children with disabilities who would benefit from AT devices and services for meaningful educational access and engagement. This document emphasizes the need for AT services, which includes AT training, to ensure that the students, families, and professionals receive the training needed to support the child in the use of the identified AT devices.
Assistive technology is used in early childhood settings to support children with disabilities by providing tools that enhance their communication, learning, play, and overall participation in the classroom, by addressing challenges related to motor skills, vision, hearing, cognition, and behavior. Developing an AT plan, allows young children with disabilities to access the curriculum and engage with peers and the environment more effectively. Educators must understand the continuum of assistive technology services that includes low, mid, and high-tech options. Here are some examples: low-tech: visual schedules or pencil grips; mid-tech: switch-operated toys or audio books; and high-tech: alternative communication (AAC) devices or computers. By offering a range of options across this continuum, educators can tailor support to meet the diverse needs of young children with disabilities, fostering a more inclusive and interactive learning experience and ensuring that all learners have access to appropriate support.
Below are additional resources to support early childhood educators and the families they serve. TTAC’s website has tools that assist in the process of considering assistive technology. Here’s the link.
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Resources
Early Childhood Technical Assistance Center (ECTA) – Assistive Technology
PACER Center
Video: Introduction to Assistive Technology for Early Childhood
TIKES – Technology to Improve Kids’ Educational Success
Virginia Department of Education. (n.d.). Assistive technology.
References
Dunst C. J., Trivette C. M. (2011). Evidence-based strategies for training adults to use assistive technology and adaptations. Research Brief (Tots N Tech Research Institute), 5(1).
Dunst, C. J., Trivette, C. M., Hamby, D. W., & Simkus, A. (2013). Systematic review of studies promoting the use of assistive technology devices by young children with disabilities. Practical Evaluation Reports, 5(1), 1–32. Orelena Hawks Puckett Institute.
For more information, contact Adrienne Quarles-Smith, [email protected], Program Specialist, T/TAC at VCU.
Categories Assistive Technology, Early Childhood Special Education