Related Objective

· Identify strategies for selecting appropriate AT for library and classroom learning

By being aware of why students with disabilities might use different technologies and by understanding how to help students become proficient in their use, librarians can support students with disabilities directly in using assistive technology when needed.  Ideally, librarians will ask their communities what AT is most desired for their specific needs.  Sometimes, however, students don't know all the options, or the librarian has to weigh and choose between different options because the budget can only accommodate a limited number of purchases.  In these situations, there are methods for figuring out what AT is most useful and cost-effective.

Matching the Right AT with the Right Person

According to the U.S. Census Bureau (2012), there are approximately 54.4 million (18.7%) people in the U.S. living with a disability. Unfortunately, only 25% of individuals with disabilities who could be aided by assistive technology (AT) have access to it, and of those individuals, 1/3 discard or do not use the AT that they do have (see Dr. Marcia Scherer's Powerpoint presentation, listed in the "For more information" section). Thus, there is a strong need to find ways to get the right AT into the hands of those that both want or need it.

Dr. Marcia Scherer, Professor of Physical Medicine and Rehabilitation at the University of Rochester Medical Center and President of the Institute for Matching Person and Technology, is an expert in matching the needs of individuals with various disabilities to the appropriate assistive technology to maximize their potential. She has studied successful users of AT and her research has identified a number of individual factors that influence a person's use of AT. Her process of evaluation helps assistive technology developers and providers collect information about the various factors that play a role in assistive technology and then use that information to create or select the right assistive technologies for individuals.

Dr. Marcia Scherer's "Match of Person and assistive technology" model illustrates the factors that should be considered to select the appropriate assistive technology for an individual. The model includes factors related to the characteristics of the person, the environment, and the technology, and incorporates the notion of ongoing assessment. It is illustrated below.

The primary categories are "Person," "MILIEU/Environments of Use," and "Technology."

-"Person" focuses on the person using the AT and his or her needs, identity, and lifestyle.

-"MILIEU/Environments of Use" address the external cultural and physical environments which surround the user, including the degree of acceptance of AT in his or her community, the user's economic situation, and whether there are enough available outlets or if the AT needs to be portable.

-"Technology" considers how the AT actually performs for the user. Selection of a particular AT should involve a trial of different types of AT, beginning with simple solutions before progressing to more complex ones, to find the AT that works best for the individual user.

This graphic visually represents the relationships between Dr. Marcia Scherer's factors for matching AT and people with disabilities.

Technology Resources

AbleData and TechMatrix are two online databases that help librarians select AT to address specific information needs for those with various disabilities. The American Foundation for the Blind offers information specific to those with vision disabilities.

The AbleData website provides objective information about AT devices, organized by a number of categories of disability (e.g., blind and visual impairments, deafness and hearing impairments), need (e.g., communication, wheeled mobility), and context (e.g., education, recreation, housekeeping).

The TechMatrix website allows librarians to filter various assistive and educational technologies based on content area, grade level, and Individuals with Disabilities Education Act (IDEA) disability category; up to four different products can be compared at one time.  The site also offers research articles and resources such as consumer guides to further help librarians make informed decisions.

The American Foundation for the Blind has also evaluated a number of technology options for those with vision impairments and reviews and information are available on their website.  A searchable database lets librarians browse products by category, manufacturer, function, and whether they have a small visual display.

Incorporating AT into Inclusive Instruction

Besides making sure that library spaces and collections are accessible to students with disabilities, it is important to make sure that library programs and instruction are also accessible.

When planning instruction, ask if there are any particular accommodations you should provide. For example:

• Provide an accommodation request form at the front desk to anyone participating in your programs to be able to assess the various needs of your group, or provide an online form on the library's webpage (Grassi, 2017). 

• State in promotional materials that accommodations are available. However, privacy considerations may prevent you from learning ahead of time whether there will be any students with disabilities attending the instruction, so be prepared with a few simple accommodations and be ready to arrange support at the last minute if necessary. Such preparedness will also aid students who sign-up for the instruction at the last minute, or perhaps did not feel comfortable disclosing their disability.

• If you are showing a video or playing an audio clip, make sure it is closed-captioned or have a transcript prepared.

• Check that there is adequate lighting available and that there are not any distracting noises.

• If you are teaching a process or procedure, prepare an illustrated guide that students can follow-along with during the instruction and take with them to review at home.

• Be aware of what equipment and software you library has available and that you can make use of during the instruction if it is needed, such as alternate types of mice and keyboards, and text-to-speech and speech-to-text software.

What are one or two things you can do regarding AT to be prepared the next time you offer an instructional program or lesson in your library?

Take your first step today!  Which strategy can implement or work on implementing right away?  Make a list of people you need to speak with and what actions you need to take so you can get started as soon as possible.

References

Grassi, R. (2017). Libraries for all: Expanding services to people with disabilities. ILA Reporter, 35(1), 20-23. 

Guder, C. S. (2012). Making the right decisions about assistive technology in your library. Library Technology Reports, 48(7), 14-21.

Mates, B. T. (2011). Assistive technologies in the library. Chicago: American Library Association.

U. S. Census Bureau. (2012, July). Americans with disabilities: 2010. Current Population Reports, p70-131. Retrieved from http://www.census.gov/prod/2012pubs/p70-131.pdf