You may at one time or another (probably at a university or in a library) have seen or heard the term "adaptive technology" (or the more common "assistive technology") mentioned in the context of a room with special high-tech equipment for individuals with disabilities. Both of these terms are intended to communicate the presence of specialized software and hardware technologies for individuals who need a different set of tools than those commonly available.

A person may not be able to hear or see. A person may need a wheelchair to get around, or be unable to use a computer keyboard. Some people might not be able to write in a conventional way. Or, despite great intelligence, they might be easily distracted or have trouble organizing their thoughts. For all of these people there are technologies that can assist them to overcome barriers, to draw on strengths, and to succeed in school, at work, and at home.

All technology is essentially adaptive. It enables human beings to better manipulate and navigate their environment in order to achieve their goals; or in other words, it helps people do something they otherwise would not be able to do. For instance, a car or an airplane enables a person to travel at a high rate of speed and reach a destination sooner. A telephone enables a person to communicate verbal information to another person who is very far away. A wheelchair is another example of an adaptive technology. It enables people with mobility impairment to physically move from one location to another.

Adaptive technology enables people to accomplish tasks they could not have done as easily or at all without it. It provides a window that enlarges and enhances their view of the world. In higher education, computers enable students to register for courses, to search the Internet for current news and research, to communicate with professors via email, to locate books (another form of technology) in the university's library, or to compose term papers. Some students, faculty, and staff require adaptive technologies in order to reach and utilize the information available through computers. Some examples are screen readers, optical character recognizers/readers, screen magnifiers, dictation software, tactile graphics generators, Braille embossers, and refreshable Braille displays.

The only difference between adaptive technology for users with disabilities and the adaptive technologies for other-abled users is that users with disabilities happen to be a minority in need of knowledgeable advocates. Advocates coordinate and direct adaptive technology programs, monitor adaptive technology trends and developments, and make sure the needed adaptive tools are available to users.

"Adaptive technologies for low-vision users have been particularly helpful to me," said Duilio Correa, a senior Psychology major. "Everyone should have an equal opportunity to succeed academically, and in the career of his or her choice. Adaptive technology helps to make that happen."

The origins of the university's ATLab date back to a 1985 request for a single microcomputer to help provide improved services to the increasing number of students, faculty, and staff with disabilities who were coming to study and work at the university. A subsequent report to the President's Commission on Disability Issues (PCDI) recommended that a small room with equipment for persons with disabilities be created in Hornbake library. Since that time, the ATLab has continued to grow and develop into a busy 6-workstation resource center, with a full-time coordinator, at its current home in McKeldin Library, convenient to the primary library collections of the university. With support from President Mote's office, DSS, OIT, PCDI, and the University Libraries, the ATLab has the kind of expertise and backing that a first-rate adaptive lab requires.

David Fallick, a 2001 graduate, praises the university's ATLab as "a critical element in getting my schoolwork done, since I'm not able to type due to a repetitive motion injury. The Dragon NaturallySpeaking software on the computers enabled me to get my papers 'typed up' and to do other work as well." He concludes, "I don't know what I would have done without it, except continue to write all of my papers by hand or pay people money to type my papers. I'm very grateful to have had the Adaptive Tech Lab and Dragon NaturallySpeaking to work with." Today David is an Assistant Professor at Montgomery College.

The Office of Multiethnic Student Education (OMSE) and Disability Support Services (DSS) also have workstations equipped with Dragon NaturallySpeaking dictation software as well as Kurzweil OCR/reading software, JAWS screen readers, ZoomText Xtra screen magnification software, and Inspiration visual thought-organization. The ATLab in McKeldin also has an Aladdin Genie Pro CCTV magnification unit, a Paragon Braille Embosser, a Repro-Tronics Tactile Image Enhancer, a Perkins Brailler, and various other adaptive devices.

One key to the success of the ATLab is the full-time coordination by a trained professional. "The best thing about the facility is having knowledgeable management on a daily basis," said Ann S. Masnik, Diversity Coordinator, University of Maryland Libraries. Having a full-time staff person means that the equipment is used appropriately and that support and service are readily available to users.

The Adaptive Technology Lab is located on the first floor of McKeldin Library in Room 1103.

For more information, tours, or orientations, please contact:

Dan Newsome
Phone Number: 301.314.7958
Fax Number: 301.405.9191
E-Mail: wn2@umail.umd.edu

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