Accessible Teaching Practices Access Statements Access Talk Alternative Text (Alt Text) and Image Descriptions Assistive Technology Boundary Setting Classroom Participation Colour Choices Digital Media Documents Flexible Assessment Fonts and Styles Formative Assessments Language of Disability Multi-Access Delivery Plain Language Presentations and Slide Decks Teaching Academic Skills

Assistive Technology

Overview

Assistive Technology, commonly called "AT", refers to any device, software, tool or system that increases, maintains or improves accessibility. AT helps enable equitable access to learning by removing disability related barriers and supporting learners to have more independence, self-determination and control over how they interact with the learning environment.

AT might be used across the entire learning environment, including in physical learning environments (e.g. classrooms, labs, libraries and study spaces), in digital environments (e.g. OWL Brightspace, Teams, email), or in experiential learning environments or placements. The use of AT is not limited to disabled learners. Enabling the use of AT allows for multiple forms of engagement and participation, and considerations to support AT should be embedded whenever possible.

"My instructors have allowed me to wear headphones or earplugs during lectures for sensory regulation. It helps me focus better by creating a less threatening and overwhelming environment."

- A Western Student

Rationale

Supporting the use of assistive technology is an important part of creating accessible, equitable, and disability-affirming learning environments. AT supports student autonomy, reduce disability-related barriers to participation and access, and can expand the ways in which learners access materials, engage in activities, and demonstrate their learning.

There are several types and approaches to Access Statements. The approaches detailed below are not mutually exclusive and can be combined within a single Access Statement.

"I struggle with fine motor skills, and my hands can cramp up extremely easily, so I struggled a lot when some of my professors would only allow us to take written notes instead of typing. One would go through the slides so quickly that I'd have to write incredibly fast and messy, and it was both painful and overwhelming."

- A Western Student

AT-enabled learning environments also allow institutions to meet their academic accommodation responsibilities. This aligns with accessibility legislation such as the Accessibility for Ontarians with Disabilities Act (AODA) and human rights requirements under the Ontario Human Rights Code (OHRC), which mandate accommodation to the point of undue hardship.

"[Using] headphones that tune into profs' microphones or microphones that can be Bluetooth so I can listen [help me be successful]"

- A Western Student

Guidance

Normalize the use of assistive technology by treating it as a routine part of learning, not as an exception or accommodation. Support multiple ways of accessing, engaging with, and responding to course materials so learners can participate in the ways that work best for them.

Examples of AT found in educational environments include:

In lectures and classrooms:

Apps are used to support notetaking, hearing, vision, memory, attention, or motor skills (example tools: Glean (formerly Sonocent), Livescribe Smartpen, OneNote with audio notes, MindMeister/Mindomo, Notion, Google Calendar & reminders)

In course materials:

Text-to-speech software is used to read articles, textbooks, and any other text-based knowledge sources (e.g. PDFs, Word docs, web pages). (example tools: Kurzweil 3000, Read & Write Gold (Texthelp), Microsoft Immersive Reader)

In writing and assessments:

Speech-to-text is used for dictation. (example tools: Dragon Professional, Microsoft Dictate, Google Voice Typing)
Word Prediction is used to support writing fluency.
Digital Graphic Organizers are used to plan essays and projects.

In online learning platforms:

Screen Readers are used for navigation (example tools: JAWS, NVDA, VoiceOver (Apple) ZoomText, Windows Magnifier)
Browser Accessibility Features (e.g. reader modes, font/background adjustments) are used to make text readable/accessible.

Recommendations

Try

Providing accessible, editable, digital course materials (e.g. Word docs or accessible PDFs).
Uploading slides in advance. Captioning all videos.
Supporting recording accommodations where approved.
Encouraging all students to explore different assistive technologies Collaborating with Accessible Education.

Avoid

Prohibit AT (e.g. banning laptops, recorders, cell phones or captioning tools).
Provide inaccessible documents (e.g. scanned PDFs, images of text, untagged documents).
Require student to disclose private health information.
Assume AT gives an ‘academic advantage’; AT levels the playing field.
Introduce last-minute technology changes that may not be compatible with AT.