Assistive and Instructional Technology: Understanding the Differences to Enhance Programming and Teaching

The Assistive Technology Act of 2004 (29 U.S.C. Sec 2202(2)) defines AT as "any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." Instructional Technology (IT), a term not specifically defined by the Assistive Technology Act of 2004, refers to teaching "practices that encompass elements of electronic media (i.e., pictures, videos, sounds) to facilitate acquisition of a novel skill to be performed in the absence of said elements" (Ayres, Shepley, & Douglas, 2015). The primary method for differentiating AT and IT is determining whether technology will be a temporary or static accommodation (Ayres, Shepley, & Douglas, 2015). When selecting interventions incorporating AT or IT, it is of paramount importance to select the technology that will promote the most independence for students across materials, peers, adults, and settings, thus increasing the social validity of the intervention. Whether seeking to utilize AT or IT in typical environments, teachers and practitioners who work with young children with special needs should be cautious when selecting technologies.