Running Head: ASSISTIVE TECHNOLOGY

Assistive Technology: Applications for Special Education Students in the General Education Classroom Dana Hill White Samford University

ASSISTIVE TECHNOLOGY Abstract

This paper explores recent literature and study results regarding the use of assistive technology for special education students in the general education classroom. Students in the inclusive classroom are entitled to the same learning opportunities as their peers. Children are expected to achieve predetermined standards and teachers are expected to meet these standards. The development and improvements in technology are rapidly changing. New programs and devices are developed daily to help students with disabilities overcome challenges (Evmenova & Behrmann, 2012). Assistive technologies can benefit special education students, both

academically and socially and allow for greater possibilities for inclusion (Sherman & DeLaPaz, 2012). As technology becomes a more integrated part of our society, it only serves to reason that technology would influence our classrooms and students as well.

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Applications for Special Education Students in the General Education Classroom Technology plays a large role in todays society. Smartphones, tablets, laptops and various other forms of technology have changed the ways in which we communicate, work, play and conduct our daily lives. Children are introduced to advanced technologies at early ages and can use these experiences to pave the way for future learning opportunities (McManis & Gunnewig, 2012). Technological advances are dramatically changing the way teachers impart information as well as altering how students learn. Technology can be beneficial in the classroom when it is used by educators within the framework of appropriate practices and meaningful learning experiences (Parikh, 2012) . Initially, technology played a role in school enrichment programs and classes for gifted students or was introduced to general education students through computer classes. Within the last decade many forms of assistive technology have become standard in the general education classroom. As technology continues to advance and offer more options for educators and students, there has been research geared towards discovering how to specifically target learners with special needs (Edyburn, 2011). Most students with special education needs require personal assistive technology support and can benefit from other forms of assistive technology used in the classroom (Spillane, 2012). Now more than ever teachers

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need to be prepared to recognize diversity and be prepared to differentiate their teaching using technology. Edyburn (2011) suggests that advances in technology offer new opportunities outside the philosophy that one curriculum design fits all. BACKGROUND The development and improvements in technology are rapidly changing. New programs and devices are developed daily to help students with disabilities overcome challenges (Evmenova &Behrmann, 2012). Assistive technologies can benefit special education students, both academically and socially and allow for greater possibilities for inclusion (Sherman & DeLaPaz, 2012). Current legislative requirements address not only the right of a student to be educated in the least restrictive environment, but also the right of all students to have access to standards based curriculum (Individuals with Disabilities Education Improvement Act, 2004; No Child Left Behind Act, 2001). As more students with high-incidence disabilities are served in the

general education classroom, the use and role of assistive technology has become important for students and teachers. Assistive technology is defined by federal law as any item, piece of equipment, or product system, whether acquired commercially off a shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of a child

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with a disability. (IDEIA, 2004). Assistive technology has the potential to provide support needed for the accomplishment of tasks in content areas as well as the ability to compensate for many deficit areas associated with learning disabilities and emotional or behavioral disorders (Evmenova & Behrmann, 2012). Further, Spillane (2012) states that there are two primary

functions for the use of assistive technology in the classroom. First, assistive technology can provide an alternate means of accessing general curriculum materials. Secondly, assistive technology supports can allow teachers to assess a students mastery of curriculum more accurately. Typically, the need for and use of assistive technology has primarily been While there are hundreds of assistive

personalized and addressed through a students IEP.

technology supports, specific devices and programs are organized on a continuum consisting of three levels (Sweeney, 2009). Low tech tools which require no batteries and no electricity are often relatively inexpensive and easily made. Mid-tech tools generally require batteries and a minimal amount of training prior to use. High-tech tools involve both electricity and electronics and depend upon specifically designed training. A student with special needs may require the use of one of more assistive technology supports.

ASSISTIVE TECHNOLOGY GOALS AND STUDENT BENEFITS

The use and implementation of assistive technologies for students with special needs has distinct goals. Spillane (2012) proposes four guiding principles for the selection and provision of assistive technology supports. First, the supports should allow the student to participate in the classroom as independently as possible. Secondly, supports should be designed in a way that they can be integrated into the teachers existing class structure with as little disruption as possible. Thirdly, the teacher should be able to easily implement the supports while he/she is engaging in regular daily instruction and activities. Finally, if possible, the supports should be portable in order to be used at home in order to bridge the home-school connection. Assistive supports encompasses tools ranging from an adapted tool grip or screen magnifier to specialized software or iPad apps. The literature reviewed found many benefits of assistive technology and its use within special education. Sherman and DeLaPaz (2012) argued that when special education students used an Information and Communication Technology multimedia environment to produce stories (as cited in Faux, 2005), the software allowed for effectiveness in scaffolding instruction as well as higher-quality presentations and more autonomous work by students. Sherman and DeLaPaz (2012) further attested that the use

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of a web-based learning environment, the Virtual History Museum, resulted in all participating special education students providing positive feedback and indicating their preference to virtual history over textbooks (as cited in Bouck, Okolo, Englert, & Heutsche, 2008). Mavrou, Lewis, and Douglas (2010) examined scaffolding collaboration and peer acceptance between students with and without disabilities. Students with disabilities and students without disabilities were paired together to work through a series of computer-based tasks. The researchers concluded that the computer supported collaboration, promoted mutual turn taking and provided students with disabilities with a feeling of acceptance and peer inclusion. Therefore, technology for entire classrooms can be beneficial for students with special needs as well as for general education students. Spillane (2012) provides an example (as cited in Beukelman & Mirenda, 1992) of benefits found from providing intensive technology assistance to eight children ranging in age from 5-12 years. All students demonstrated multiple severe disabilities, had not been exposed to personal assistive technological supports, and were non-readers. The initial goal of providing assistive technology as supports was surpassed within two years when seven out of the eight students were proficient with their technology supports and were also reading within 2 years of their grade level. A study to explore the potential ways newer technology like an iPad

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may be used in task completion of students with autism found benefits for both students and teachers (OMalley, Lewis, & Donehower, 2013). Findings suggested that iPads applications can be effective interventions for students on the autism spectrum and offer greater independent task completion (OMalley et al., 2013). According to Burgstahler (2003), For students with disabilities, technology can assist them by enhancing academics, maximizing independence, participating in activities, and preparing for transition to post-secondary education or employment. TEACHER IMPLEMENTATION While some teachers remain unsure about the role of technology in the classroom, most teachers acknowledge that technology can pave the way for unprecedented learning opportunities (McManis & Gunnewig, 2012). Assistive technology supports can allow more accurate assessments of a students mastery of curriculum (Purcell & Grant, 2005). Teachers are also able to expand their own skillset by using technological devices and programs in the classroom (OMalley, Lewis, & Donehower, 2013). Teachers can use ongoing professional development

to learn to effectively select, use, integrate, and evaluate technology (Parikh, 2012), According to Sherman & DeLaPaz (2012), Technology is promising precisely because it allows teachers

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an opportunity to create new possibilities in the classroom, both academically and socially. However, there are hindrances to a teachers technology implementation. OMalley, Lewis & Donehower (2013) describe (as cited in Ertmer, 1999) two barriers teachers face with technology integration. The first barrier refers to extrinsic factors including inadequate training, lack of technical support, lack of resources, and time. The second barrier refers to intrinsic factors including the teachers personal beliefs, level of confidence and vision regarding technology and its role in individual students learning as well as effect on whole-group learning. FUTURE RESEARCH While a majority of studies conclude the positive impact assistive technology has on improved performance of students with high-incidence disabilities, research is limited regarding benefits to students with multiple learning disabilities and emotional/behavioral disorders (Evmenova & Behrmann, 2012). Research is also limited for students with high-incidence disabilities (Hasselbring & Bausch, 2006). Just as technology is constantly evolving, research into technologys outcomes must evolve as well. While the literature base is growing, there is also a continued need for research regarding assistive technologies used for accommodations (Lazarus, Thurlow, Lail, & Christensen, 2009). McManis & Gunnewig, 2012 argue that while

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literature addressing the use of educational technology has primarily positive conclusions, there are three mandates for technology in the classroom (1) be developmentally appropriate for children, (2) include tools to assist teachers in implementing the technology successfully, and (3) be integrated thoughtfully into the classroom and curriculum. CONCLUSION Technology is changing the ways students learn. Although technology of one type or another has been used by teachers for decades, the rapid development of technology has exploded in the past few years (McManis & Gunnewig, 2012). Technology has caused advances in the development of many useful assistive technologies for children with special needs. Finding the education in educational technology should be the guiding premise for educators when considering the implementation of technology for special education students (Parikh, 2012).

ASSISTIVE TECHNOLOGY References

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Beukelman, D. & Mirenda, P. (1992). Augmentative and alternate communication: Management of severe communication disorders in children and adults. Baltimore, MD: Paul H. Brookes Publishing Co. Bouck, E.C., Okolo, C.M., Englert, C.S., & Heutsche, A. (2008). Cognitive apprenticeship into the discipline: Helping students with disabilities think and act like historians. Learning Disabilities (Weston, Mass.), 6(2), 21-40. Burgstahler, S. (2003). The role of technology in preparing youth with disabilities for Postsecondary education and employment. Journal of Special Education Technology, 18(4), 7-19. Edyburn, D. (2011). Harnessing the potential of technology to support the academic success of diverse students. New Directions for Higher Education, 154, 37-44. doi: 10.1002/he.432 Ertmer, P. (1999). Addressing first-and-second-order barriers to change: Strategies for technology implementation. Educational Technology Research and Development, 47(4), 47-61.

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Evmenova, A. & Behrmann, M. (2012). Communication technology integration in the content areas for students with high-incidence disabilities: A case study of one school system. Retrieved from Communication Technology for Students in Special Education and Gifted Programs. doi: 10.4018/978-1-60960-878-1.ch012 Faux, F. (2005). Multimodality: How students with special educational needs create multimedia stories. Education Communication and Information, 5(2), 167-181. Hasselbring, T.S., & Bausch, M.E. (2006). Assistive technology for reading. Educational Leadership, 63(4), 72-75. Individuals with Disabilities Education Improvement Act of 2004, Pub L. No. 108-446, 118 STAT. 2652, SEC, 602 Lazarus, S., Thurlow, M., Lail, K. & Christensen, L. (2009). A Longitudinal Analysis of State Accommodations Policies: Twelve Years of Change, 1993-2005. Journal of Special Education, 43, 67-80. McManis, L. & Gunnewig, S. (2012). Finding the Education in Educational Technology with Early Learners. Young Children, 67, 14-22.

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Mavrou, K., Lewis, A., & Douglas, G. (2010). Researching computer-based collaborative learning in inclusive classrooms in Cyprus: The role of the computer in pupils interaction. British Journal of Educational Technology, 41(3), 486-501. No Child Left Behind Act of 2001, 20, U.S.C., 6319 OMalley, P., Lewis, M., & Donehower, C. (2013). Using Tablet Computers as Instructional Tools to Increase Task Completion by Students with Autism. (ED541157) Parikh, M. (2012). Technology and Young Children. Young Children, 67, 10-13. Purcell, S.L., & Grant, D. (2005). Using assistive technology to meet literacy standards for Grades K-3. Verona, WI: Attainment Company, Inc. Sherman, C. & DeLaPaz, S. (2012). Technology to Facilitate the General Education Curriculum. Retrieved from Communication Technology for Students in Special Education and Gifted Programs. doi: 10.4018/978-1-60960-878-1.ch002 Spillane, M. (2012). Assistive Technology: A Tool for Inclusion. Retrieved from Communication Technology for Students in Special Education and Gifted Programs. doi:10.4018/978-1-60960-878-1.ch010 Retrieved from ERIC

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Sweeney, J. (2009). The AT Continuum: Low to High Tech Tools for Students with Special Needs. Canton, CT: Onion Mountain Technology Inc.