Assistive Technology at Towson University
Tricia Ryan

The purpose of this paper is to identify and analyze the assistive technology resources available in the College of Education at Towson University, and to determine how the TU teacher education program is helping teacher candidates to better understand the assistive technology components of the Maryland Teacher Technology Standards (MTTS) and International Society for Technology in Education-National Educational Technology Standards for Teachers (ISTE-NETS).  

The exploration of assistive technology at Towson University (TU) began with an interview with a Evelyn Daily, associate professor of special education. Daily provided information that guided me to a better understanding of how the technology devices available in the TU College of Education can be used to uphold the TU COE mission statement, to inspire, enhance and prepare facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced.  Daily shared her syllabi, anecdotal information about how she facilitates instruction about assistive technology to the students, and exemplary sample student projects to show evidence of their understanding of assistive technology.  

An adapted children’s book (see Figure 1) was one example created by a Towson University student that illustrated the ability to adapt instructional activities for students with disabilities. For this assignment, the student was expected to choose a book that was age appropriate for the level she/he intends to teach.  The narrative component of the assignment includes a specified audience for the adapted book, a statement about curriculum integration, ways to make the project durable, ideas for use when teaching, and alignments with the Council for Exceptional Children Standards (Daily, 2003). 

Figure 1.  A student created adapted children’s book, illustrating  the ability to adapt instructional activities for students with disabilities.

Alternative expanded keyboards (see Figure 2) that plug into a Windows or Mac computer, with a change of a cable, are available in the Assistive Technology Lab at Towson University. The keys are spaced apart to prevent the user from accidentally inputting repetitive keystrokes.  Furthermore, the increased font size assists those students who may have visual limitations. Customized overlays can also be created and printed with the Overlay Maker® program, a software tool for designing, printing and activating custom overlays.  

Figure 2.  Examples of alternative expanded keyboards found in the assistive Technology Lab.

The Alpha Smart® keyboard (see Figure 3), also available at Towson University, College of Education, is a simple, portable, low cost computer that is MAC and Windows compatible.  The Alpha Smart ® keyboard can be used for note taking and easy retrieval of curricular information.  It's portability and durability is especially important for students with physical disabilities.  The long life battery is an added feature that enables students to carry the device to various locations to input information.

Figure 3.  The Alpha Smart ® keyboard can be used for note taking and easy retrieval of curricular information  

Boardmaker® (see Figure 4), CoWriter®, Write Outloud® and Intellitalk II®, Inspiration® and Kidspiration® are software programs available for use on  teacher-demonstration stations and student computer stations throughout the computers labs in the College of Education. Additionally, four (4) Macintosh computers in the educational technology center have the same programs installed for use by all.  SPED 

Figure 4. Boardmaker®, one of the  software programs available for use in the Assistive Technology lab

A touch window (see Figure 5) enables students and teachers to naturally point to and touch computer monitors while using software. The TouchWindow® takes advantage of this natural interaction by allowing students to select and move objects, operate pull-down menus, and draw graphics - all with the touch of a finger. A screen magnifier or screen enlargement is also available for student use in the assistive technology  lab. Screen magnifiers are especially helpful for pupils with visual impairments. 

Figure 5.  The Touch Window allows students to select and move objects, operate pull-down menus, and draw graphics - all with the touch of a finger

Switchers (see Figure 6) permit students with limited hand mobility to easily manipulate electronic switches.  For example, switchers can be used to turn on lights, computers, toys, appliances, etc.

Figure 6.  Switchers permit students with limited hand mobility to easily manipulate electronic switches. 

Students enrolled in the Assistive Technology for Students with Disabilities course are expected to a prepare low-tech kit (see Figure 7). Items in the low tech kit are described by the instructor (Daily, 2003) as "common everyday items that teachers can use to assist students (with and without disabilities) with the everyday activities in the classroom such as reading, writing, listening, speaking, remembering, processing, etc." While students may include additional “low tech items” of their choice, students are required to include a 15-20 objects itemized on a master list and included in a durable container.  In addition and just as important, students are expected to provide a rationale for how each item can enhance the educational experience for learners.  Selected items from the low tech kit master list include:

1. Velcro adhesive to hold Boardmaker® symbols in book

2. A magnifying lens to increase the size of print materials

3. Jumbo chalk with a larger surface area for easier ability to hold chalk

4. Nonslip liner to hold items in place

5. See it Right, a transparency to better enable students who may have difficulty distinguishing colors on pages.

Figure 7.  Low-tech kits contain common everyday items that teachers can use to assist all students with the everyday activities in the classroom.

A class set of Personal Digital Assistants (PDAs) (see Figure 8) are available for faculty and students to use for instructional purposes at Towson University.  The use of Personal Digital Assistants (PDA's) is an emerging technology with great potential for students with special needs. PDA's are actually low-cost, mobile computers for word processing, Internet access, reading internet websites/files aloud with text-to-speech features.  Homework and reading assignments can be done using a PDA.  Students have the ability to take notes using their PDA at any time, anywhere.  Electronic readers can be used to download and view books on the personal digital assistant.  Students can connect to their email accounts using the wireless networking system available at Towson University, College of Education.  PDAs can be used to calculate mathematical problems and to analyze data.  Images can be stored on the PDA to facilitate and improve social skills for special learners.  

Figure 8. Personal Digital Assistants are a low-cost, mobile computers for word processing, Internet access, reading internet websites/files aloud with text-to-speech features. 

As the TU College of Education academic community strives to prepare future teachers to teach in diverse and inclusive settings, it is clear the following technology standards are being met by the opportunities for students to interact with assistive technology software and devices, and plan instructional activities using the support of AT.  It should be noted that also in the Assistive Technology for Students with Disabilities course, the students are expected to develop an Adapted Lesson Plan and participate in a Field experience to observe the use of assistive technology in a K-12 classroom (Daily, 2003). Students preparing to be teachers are also required to take an instructional technology course, Utilization of Instructional Media (ISTC 301), which has assistive technology contents woven into the course content.  The cohesiveness of the special education and instructional technology programs provides the students with multiple opportunities to fully engage in experiences enabling them to learn ways to implement the most appropriate uses of technology to foster learning for all students in their future classrooms.  

Evelyn Daily is an associate professor in the Towson University, Department of Reading, Special Education and Instructional Technology.  She has graciously shared her knowledge, insights and expertise in preparation for this report on Assistive Technology at Towson University.

Tricia Ryan is a full time lecturer in the Towson University Department of Reading, Special Education and Instructional Technology.  Tricia is also a Ph.D. student in the University of Maryland, College of Education, Department of Curriculum and Instruction, Teacher Education and Professional Development Doctoral Program. 

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