Foreword

The advancement and changing landscape of technology has impacted the lives of individuals with disabilities, enabling them to lead fuller and richer lives.

The Connecticut Assistive Technology Guidelines were released in 2013. Since its publication, there have been significant changes in the availability of technology tools and resources that can improve educational outcomes for students with disabilities. The reason for the most recent update is to ensure that current information is addressed and ensure websites in the document are brought up to date, including correcting any broken links, adding new addresses and/or similar sites that reflect the intent of the original resource. Guidance is also provided on issues related to emergency school closures during the pandemic or during potential future outbreaks. Additionally, the Guidelines address the new IEP and the CT Special Education Data System (CT-SEDS) that will be used statewide beginning in the school year 2022-2023. 

Fortunately, current aspects of assistive technology (AT) are more diverse and attainable than ever before and fall within the realm of universal design for learning (UDL). In particular, students with disabilities can access high-tech AT such as smartphones, laptops, or tablets of all types and applications (apps) in order to perform a variety of functions, which can be used to enhance teaching and learning experiences. As well, wireless mobile and smart home technologies (e.g., Google Home, Amazon Echo, text-to-speech software, etc.) promote self-reliance and enable young adults with disabilities to be as independent as possible.

As new technology and apps emerge at such a rapid pace, it is important now more than ever for educators to understand that technology is not an end in itself but rather a tool, which leads to new approaches to teaching and learning. Educators who embrace the potential of technology discover an innovative set of tools and applications that can better serve them and all of their students. 

However, just providing students with devices does not improve outcomes and make learning more effective, rather human interface remains an important factor for educators to implement AT with fidelity for students with disabilities.  Although increased independence and blended learning opportunities are benefits of technology, it remains prudent that everyone is fully knowledgeable of new technology and laws such as the Connecticut data privacy law that apply to each app, piece of software, or device. The safety of our students is paramount, and protecting their privacy online and teaching them to make appropriate choices is crucial.  

Technology offers educators, students, and their families more choice and voice.  School Teams have more options than ever before to accommodate different needs and types of learning, to demonstrate that learning, and provide connections to share information and partner in learning. By having more educational supports, tools, and devices at their disposal, students with and without disabilities may feel a greater sense of purpose and ownership in their learning and education in general—allowing greater opportunities to tap the potential they possess for success.

(Updated 2021)