and satisfactorily when using AT in a specific context (Borg- estig, M., Sandqvist, J., Ahlsten, G., Falkmer, T., & Hemmingsson, H., 2017). AT and UDL can be thought of as a continuum with definite distinctions on each end of the continuum but more reflective and integrated in the middle and often interdepen- dent for effective solutions (Rose et al., 2005). Both enhance an individual and a populations’ ability to participate within society by optimizing their function and independence (Smith, 2017).
or customized, that is used to increase, maintain, or improve the functional capabilities of a person with a disability”(Goodrich, B. & Garza, E., 2015.). More recently, IDEA defines assistive technology services including the evaluation, acquisition, and training to use AT as part of the included services (IDEA, 2023). The focus is more on the person rather than the technology or device. Newer technologies incorporate UDL or acces- sibility within the design. Many computers, digital tablets, Smartphones, software, or digital applications are developed with accessibility features making them flexible and usable for everyone (Mole, 2013, Dalton, 2017). These include accessible education material (AEM). Accessible educational materials (AEM) are materials and technology usable for learning across the widest range of individual variability, regardless of format or features (CAST, 2019). Whether a document or technology is designed from the start to be accessible for all learners or is made accessible for learners with disabilities, it is considered AEM (CAST, 2019). Universal Design and AEM follow the princi- ples of equitable and flexible use, are simple and intuitive, have perceptible information, low tolerance for error or physical effort, and have appropriate size, space, and use (CAST, 2019).. UDL, AEM and AT viewed as a continuum of services benefits more people using each of these options at the appropriate time, task, and context. OCCUPATIONAL THERAPY’S ROLE IN ACCESS TO LITERACY In the schools and in other community settings, there is a team comprised of a variety of professionals along with the teacher who provide services and can consider UDL and assistive technology. Occupational therapy is often one of the related service providers for children with disabilities. OTs are not only members of a team in the schools but is involved frequently with children and adults in outpatient or inpatient rehabilitation facilities, mental health centers and community based settings. Part of OT’s role is to “coach” or train individ- uals in the use of assistive technology after determining access mode considering physical, cognitive, visual, and other abili- ties to increase participation and success in school and in daily occupations (Reed, P & Bowser, G., 2012). Occupational Thera- pists often assist with and make modifications to typical school curriculum and daily activities, provide solutions for students and clients to participate in the classroom or other settings to increase participation. These areas may include: seating and positioning, physical access, activities of daily living (ADL’s), instrumental activities of daily living /(iADL’s), reading/writing adaptations, executive functioning, functional cognition and communication, visual and hearing adaptations, functional mobility and social-emotional functioning (Goodrich, B. & Garza, E., 2015; Reed P. & Bowser, B., 2012; Stauter, D. W., Prehn, J., Peters, M., Jeffries, L. M., Sylvester, L., Wang, H., & Dionne,
SOCIAL JUSTICE AND ACCESS TO TECHNOLOGY AND ASSISTIVE TECHNOLOGY The OTPF–4 serves as a guide for evaluation and interven- tion of contexts, performance patterns, performance skills and client factors involved in literacy and occupational engage- ment. However evaluation must also include an assessment of whether technology is physically available to the individual. Access to literacy not only involves the use of AT, UDL and other strategies, but at a more basic level, the social justice and equity involved in access and availability of the technology and the Internet (Hitlin, P., 2018; Herold, B., 2020). According to the Pew Research Center (2019) 90% of adults of all ages use the Internet, but only 27% of adults over 65 years of age use the Internet. Surprisingly, 100% of adults in the 18-29 year old age group report using the Internet or other types of technology daily. Access to the Internet is an issue for 6 out of 10 rural Americans with 43% of adults not having broadband access due to socio- economic reasons (Anderson, M., Perrin, A.,Jiang, J., & Kumar, M., 2019). Along with this disparity between young adults and older individuals related to the use of technology, many older adults report requiring assistance to set up and learn to use technology (Choi, N. G., & DiNitto, D. M., 2013). In children and younger adults’ technology has become so ingrained in day to day life that it is difficult to participate in daily occupations without technology (Pew, 2018). However, inaccessibility may be due to marginalization in society, culturally or socioeco- nomically. Inaccessibility and poor literacy skills may limit an individual’s occupational options fostering a cycle of socioeco- nomic and educational deprivation and occupational injustice (Durocher, Gibson, & Rappolt, 2013; Townsend, 2012) In the educational setting, inaccessibility to technology may be due to the cost associated with specialized devices and training to use the devices. The Individual Education Act defines AT as “any device, piece of equipment, or product system, whether acquired commercially off the shelf, modified,
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