Cost Efficiency in Assistive Technology

As we advance further into an age of technology, we find ourselves pushing for hi-tech products in every educational setting. After all, if it is part of our current societal way-of-life, and if it is what the newest generation was born into, why shouldn’t we use our best advancements and tools to expand the minds of our students? Especially if it is to provide various learning strategies, materials, and technologies that will increase a child’s understanding and acquisition of learned subjects. However, the need for technology goes deeper than the traditional classroom. In fact, in today’s classes, we have a variety of learners, with an assortment of abilities. Take a moment and ask yourself how a student with disabilities learns differently than other students, and how technology can benefit him or her. Placing a laptop in front of a student with 20/20 vision is quite different than placing a laptop in front of a student with 20/200 vision. Regardless of the reason, Assistive Technology (AT) holds a prominent role in today’s educations setting.

Make a list of possible needs for students requiring AT and you could find hand-held spell-checkers, advanced reading aids, word processing programs with speech-enabled feedback, alternate paper, pencil grips, voice dictation software, computer-based organizational programs, adapted eating utensils and drinking aids, TTY (text telephones), alphabet boards, computer touch screens, alternate keyboards, adaptive seating… the list is unending (Georgia Product 2000).

Unfortunately, schools and families face funding issues when equipping their schools and homes with assistive technologies. How is it financially possible to meet the needs of students and schools requiring Assistive Technology? In fact, the majority of the devices on the list remain high-tech, involving a computer chip to function, making the aforementioned list relatively expensive. Even so, the devices that fall into the no-tech (i.e.: pencil grips) or low-tech (i.e.: magnifying glass) categories can be costly to replace or supply in abundance.

Still, one can advocate, “focus on no-tech and low-tech devices.” However, this will only get a school and student so far. First, the school will inevitably have to replace the device or will have to provide multiple copies for multiple students, again raising the price. Not to mention, how can we stick to no- and low-tech devices when some students' Individualized Education Plans (IEP) show they require high-tech AT services? Giving a student a magnifying glass who would better benefit from a computer enabled with a word processing system that included speech-feedback would set the student back, not benefit him or her.

Therefore, the answer is not focusing on the wrong devices because they are cheaper, but finding ways to afford and fund the beneficial devices. There are several options when looking to fund Assistive Technology, including funding under the IDEA (Individuals with Disabilities Education Act) and the Tech Acts, Medicaid, school programs, private funding, loans programs, and lending libraries. The IDEA and Tech Acts offer funding for AT supplies and services. However, their funds are depleting and requests for devices are not always granted. The Tech Act also offers no- or low-interest loans. Moving on, Medicaid covers a variety of devices only if they are “medically necessary.” Furthermore, Medicaid requires a physician’s authorization before assistance is granted. By law, school districts are required to provide AT services and supplies to students with disabilities to aid in education, as deemed necessary on a student’s IEP. For those still unsure how to fund their AT needs, private insurance and loan programs are available as well (Georgia Product, 2000). Lastly, AT organizations in various states have lending libraries, allowing schools and organizations to borrow devices to match a child’s needs before purchasing the product (FCTD, 2007).

Therefore, can we legitimately argue no- and low-tech devices are enough for our students requiring high-tech Assistive Technology services? When funding is available, what price do we put on a student’s education? There isn’t one.