The legal definition of assistive technology is “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 the functional capabilities of children with disabilities” (IDEA ‘97).  Assistive technology describes any item at all that improves the functional skills of a student; from a handmade object improvised on the spot to a sophisticated device.  Additionally, assistive technology services are needed to assist a student in the “selection, acquisition, or use of assistive technology” (IDEA ’97). 

Assistive technology can be used to address a variety of skills related to any disability.  These include early childhood issues such as play and literacy, positioning, reading, writing (both composing written material and the motor aspect), learning/studying, organization, communication, sensory processing, daily living needs, physical access for learning tools such as computers, and specific needs of students with sensory deficits such as vision and hearing.  Tools range from simple, no-tech equipment like a pencil grip to high-tech devices such as a laptop computer with specialized software and voice recognition capabilities.  A team approach is used to evaluate the student and circumstances for the appropriate type of equipment, train all relevant persons, and implement the assistive technology plan into the student’s daily life.  Assistive technology is an ongoing process that needs to be re-assessed at regular intervals as the student’s needs and technology change.