Assistive technologies have a great impact on the lifestyle of people with physical disabilities. AT provides the necessary assistance to people with disabilities in education, employment and gaining independence for a good quality of life. Many people with physical disabilities need mobile devices and communication devices to improve their overall quality of life. As technology advances, AT device developers, legislators and rehabilitation counselors play a critical role in providing services that will bridge the gap and include, rather than isolate, people with disabilities. Impact of AT in Education “Assistive technology can be a powerful tool to help equalize learning environments for students with disabilities” (Stumbo, Martin & Hedrick, 2009, p.103). For example, distance learning, online classes, and Internet use provide an alternative to the struggles and difficulties of people who rely on devices for mobility. For this reason, AT devices such as computers are vital for providing communication in the educational path of people with physical disabilities. Although distance learning and online classes are “typically not created with the intention of serving students with disabilities,” this demonstrates an effective course of action for individuals to advance their education (Foley & Ferri, 2012 , p. 197). Acquiring the knowledge to use computers and different AT devices, such as iPads and smartphones, at an early stage in the educational process provides the ability to keep pace with improvements and new developments in AT devices. The correlation between education and employment is well documented, as higher education increases the quality of employment and earnings. Stumbo et al. refer to a case study of 71 Au...... middle of paper ......l as rehabilitation counselors promote autonomy and accessibility in education, workplace and the quality of life of people with physical disabilities. Barzegarian & Sax conducted a study of 140 graduate professionals from the San Diego State University Rehabilitation Program to determine the extent to which graduate students who took an AT course incorporated AT device selection and referrals into their professional practice. They found that the majority of referrals for AT devices were recommended “first” to people with impaired vision, “second” to people with upper extremity disabilities, and “third” to people who were paraplegic or quadriplegic. (pages 381 – 383). Therefore, educating and raising awareness among clients, professionals and the community about AT must continue to ensure a good quality of life for people with physical disabilities..