Assistive TechnologySPED 7110

Legislation

Types

Benefits

Barriers

Definition

IDEA: “any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability” (20 U.S.C. #1401[25]). ? Increase = improve?

Federal Legislation

The Education for All Handicapped Children Act (1975) – FAPE, rights of children w/ disab. and their parents are protected (Clinton, 1992)

The Technology-Related Assistance for Individuals with Disabilities Act (1988) – schools have to provide students w/ disab. and their parents access to technology resources.

The Individuals with Disabilities Act (1990) The Americans with Disabilities Act (1990) The Individuals with Disabilities Act (1997)

Controversy

FAPE and LRE: Mainstreaming, inclusion, and collaboration

They increase chances of equal opportunities, but also hold school systems responsible for making sure that “all technology opportunities are accessible to all students” (Roblyer & Edwards, 2000) AT needs must be mentioned in: IFSP, IEP, transition plan.

Continuum of AT Devices

No-tech solutions – no devices or equipment Low-tech solutions – less sophisticated devices

or equipment; e.g. adapted spoon handles, pencil grip, Velcro.

Medium-tech solutions – electronic or mechanical devices not very sophisticated; e.g. wheelchairs, VCRs

High-tech solutions – complicated devices; e.g. computers, software, speaking key board.

Benefits of AT for Students w/ Disabilities

Improved motivation and self-concept (longer time spent on-task, self-confidence in succeeding solving tasks) – in turn changes perception of others on these students

Increased opportunities to communicate and interact Fosters student independence Improves time-management skills Allows equal access to school environment Helps with transportation Improves job opportunities – more marketable skills Provides more support for teachers to cope with

paperwork (see empirical evidence textbook – p. 505)

Technology Applications Reading (and math) disabilities: tutorial, drill and

practice software to build fluency Writing disabilities: (talking) word processors Generalization strategy enhancement:

simulations of not readily accessible environments (or transition from class to environment instruction)

Physical disabilities: input devices (mouse – switch, touch screen,touch tablets, optical pointers; regular keyboard – customized, alternative, voice-expanded keyboards; voice-controlled devices; word prediction software)

Technology Applications – cont’d

Visual disabilities: enlarged computer images and text; speech output – tells what the program does; printers with large print or Braille; tactile output devices – scans a page and translates it into a tactile display (requires training)

Speech and language disorders: augmentative communication unaided (use only body motions) and aided (use of pictures, notebook, or computerized system) – language analysis, develops articulation skills

Technology Applications – cont’d

Hearing disabilities: captioned video – subtitles; TTD (telecommunication devices for the students) – facilitates communication through the telephone

Other: graphic and drawing software, hypermedia technology, word prediction software (prompting system), virtual reality (cyberspace, 3-D environments), internet (www.), databases (ASD dx. – organizational skills), calendar, note-taking software, multimedia production (high-functioning ASD – foster splinter skills & social interaction)

Barriers of AT

Persons with disab. and their families are unaware of possible benefits of AT

They are not ware of availability of AT Limited access to technology (teachers) Limited knowledge of how to make AT available

to students (teachers) Limited equipment funding (classroom, univ.) Lack of incentives (classroom, univ.) Idealistic views that AT “cures” disability

Assistive technology and IEPs for young children with

disabilities - Parette, H. P. Jr. & Murdick, N. L. (1998)

Group 1: Give examples of devices or equipment from each

type of AT from the continuum Group 2:

Why is AT important in classroom? (discuss benefits and ways to hinder barriers)

Group 3: Discuss the case study provided on p. 196 (Was it a

beneficial placement? How did AT devices help Paul? Would learning of the other students be impeded?)

References

Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. (2002). Mental Retardation, Columbus, OH: Merrill-Prentice Hall.

Parette, H. P. Jr. & Murdick, N. L. (1998). Assistive technology and IEPs for young children with disabilities, Early Childhood Education Journal, 25(3), 193-198.

Roblyer, M.D. & Edwards, J. (2000). Integrating Educational Technology into Teaching. Columbus, OH: Merrill-Prentice Hall.