Using Assistive Technology to Aide in Assessment

 

In early childhood education, our goal is to teach children independence and how to interact with their peers and environment, that is why assistive technology is important. There are tools that can help children with differing abilities build skills in areas they may be struggling in, these tools are known as assistive technology. Assistive technology can help with almost any skill and can be used by children from infancy to secondary education. By using assistive technology daily routines and activities become easier and children can achieve independence (Nielsen, 2011).

 

Two assistive and supportive technologies that can be used in an early childhood setting are visual systems and noise-blocking headphones. Customized to the child’s individual needs a visual system displaying the daily routine can help preschool and school-aged children with autism anticipate what comes next, be prepared for transitions, and keep on track. Visual systems are also great for helping children communicate their needs if they are non-verbal or have trouble with speech (Nielsen, 2011).

 

Even though it is a simple technology noise-blocking headphones can be very helpful for children (preschool – secondary education) with sensory processing disorders. Noise canceling headphones can increase focus and help small children so they do not become overwhelmed by sensory input (Pacer Center, Inc., 2015).

 To be culturally and developmentally appropriate assistive technology should be individualized based on a child’s needs. When used with assessments assistive technology can help make understanding and practicing daily tasks easier and more engaging for children with differing abilities (Pacer Center, Inc., 2015).

 

References:

Nielsen, L. (2011). 25 incredible assistive technologies. Retrieved from http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html

Pacer Center, Inc.  (2015).  Examples of assistive technology for young children.  Pacer.org.  https://www.pacer.org/stc/pubs/STC-29.pdf