Running Head: ASSISTIVE TECHNOLOGY AND SPECIAL EDUCATION

Assistive Technology and Special Education France Goulard University of Calgary

Assistive Technology

Assistive Technology and Special Education Assistive technology (AT) is defined as any device or items that can be used to increase, maintain, or improve the capabilities of individuals with disabilities (IDEA, 1990). AT can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computergenerated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard. The focus of this paper will be on how assistive technology relates to special education and how effective it is in assisting children towards kids with learning disabilities. Current thinking on the issue will also be discussed as well as future direction and teacher implementation. Background/Literature Review Technological intervention within special education has a long history. It began with the funding of assistive technology in 1967 by Education for the Handicapped Act. The IDEA (Individual with Disabilities Act) requires schools to provide assistive technology services and equipment for a student with a disability to ensure a free and appropriate public education. The reauthorization of IDEA (1997) mandates AT to be included into the Individual Education Program (IEP). In 2001, with passage of No Child Left Behind (NCLB), the U.S. Department of Education is embracing technology research in order to

Assistive Technology improve the effectiveness of educational intervention and in turn, academic achievement. Recent research indicates that assistive technology has had a positive impact on students learning (Mastropieri & Scruggs, 2007). Various studies reveal and stress the importance that how teachers adapt and utilize the technology is what makes a difference and not the technology itself. The effects of assistive technology on students with disabilities were

positive; reaching that potential requires knowledge on the part of the user (Merbler, Azar, & Ulman, 1999). There are four considerations when matching students with disabilities to assistive technology. The first consideration is to assess the student and to identify his/her capabilities and limitations. The second consideration is to know what is available in assistive technology. The challenge is to match the two for a successful learning experience. The third consideration is the ease of use of a device, the learning curve for the user or bystanders, and the noise level of the device. The fourth consideration is to match the assistive technology tool to age, gender, preferences of the user to promote acceptance and use (King, 1999). Relevance Toto Special Education Assistive technology can play an important role in special education because many students with disabilities need special instructional treatment. A number of assistive technology devices and software are available that, with careful planning and guidance, can benefit students with disabilities (Duhaney & Duhaney, 2000). Technological intervention within special education has a long history. It began with the funding of assistive technology in 1967 by Education for the Handicapped Act. The IDEA (Individual with Disabilities Act) mandates schools to provide assistive technology services and equipment

Assistive Technology for a student with a disability to ensure a free and appropriate public education. The

reauthorization of IDEA (1997) mandates AT to be included into the Individual Education Program (IEP). In 2001, with passage of No Child Left Behind (NCLB), the U.S. Department of Education is embracing technology research in order to improve the effectiveness of educational intervention and in turn, academic achievement. Youve already used this entire paragraph Current Thinking On on theThe Issue During the past decade, there has been a steady growth in the research base on assistive technology and special education. Until recently many researchers have shown interest in the field of assistive technology and special education. Technology has become powerful allies of students with disabilities by making previously difficult or impossible tasks feasible (Merbler, Hadadian, & Ulman, 1999). Later study showed that web sites and concept mapping software have opened new pathways for students with alternative learning styles. Many assistive devices and software programs designed for children with disabilities are also useful resources for any struggling student (Lankutis & Kennedy, 2002). Early work by Howard (1996) predicted the key factors that prevented technology integration in special education. These factors were listed as: older hardware, untrained teachers and inconsistent support network. He further described the subgroups of learners with related types of disabilities and found that in general, the nature of assistive technology could also be used by students with mild disabilities, physical and sensory disabilities, but are not beneficial to students who are identified with moderate to severe mental disabilities. Interestingly, these results remained unchanged. Role Of Theof the Special Educator

Assistive Technology Special education teachers are given increased responsibilities for students with disabilities in their classroom. Teacher education programs have recognized their obligation to provide solutions for the dilemmas their teachers face in the inclusive

educational environment (Murry & Murry, 2000). Do teachers feel competent in choosing, using and matching assistive technology to a student with a disability? Despite the many research and development projects that have resulted in a wide variety of new assistive tools, software, and techniques, the answer is still a no. The use of technology in itself is not guaranteed to promote inclusion. This review points to the need for a better-trained teacher program to use technology and a consistent support network for teachers. A study conducted by Ludlow, Barnnan, Duff, & Dennison (2002) studied perceptions of practicing teachers on technology competency. Recent reports out of their preservice programs depict that practicing teachers often find that their knowledge and skills were seriously out of date and sometimes not congruent with current best practices. The authors stated that the problem is caused by a persistent critical shortage of professionals in special education and related services, resulting in a situation where many professionals were untrained or inadequately trained for the positions they held. In one study, Murry & Murry (2000) offered a simple solution, suggesting teachers to use low cost, low tech equipments such as CD, video scanner, screen magnifiers, keyboard audio feedback, amplifiers, Braille utilities, voice output application, and keyboard modification. Future Directions To maximize the benefits of what AT can provide, we need to invest in not only the development of new technology but in the training of teachers as it pertains to AT. A better teacher program training is greatly needed so that the use of technology becomes a

Assistive Technology

consistent support network for teachers (Theroux, 2004). There isare still a large number of teachers whothat are very uncomfortable with AT and universities and school boards need to recognize that and do something about it. What would you propose for teacher training in AT?The use of AT has been proven to be very promising, especially in the special education department (Bryant, 1998). That is why it is so important for better preparation in teacher training, knowing which AT tool is best for the specific needs of a school and how to teach the identified students on how to use it properly and effectively. Even though the effectiveness of AT on learning and interaction for students with disabilities across ages has been well documented, professionals face multiple issues in providing effective AT services, especially when dealing with major issues such as, interpreting federal laws, funding, and collaboration (Lee & Templeton, 2008). Summary and Evaluation of tThe Current State Assistive technology can play an important role in special education because many students with disabilities need special instructional treatment. A number of assistive technology devices and software are available that, with careful planning and guidance, can benefit students with disabilities (Duhaney & Duhaney, 2000). In compliance with the No Child Left Behind (NCLB) Act, the U.S. Department of Education is embracing technology research in order to improve the effectiveness of educational intervention and in turn, academic achievement. Special education teachers are given increased responsibilities for students with disabilities in their classroom. The use of technology is just one more added layer of responsibility and is unfortunately not always evident given the lack of support and training given to teachers. In general, the assistive technologies being used by special education instructors are ensuring that everyone, even those with

Assistive Technology disorders and disabilities, are learning the skills that it takes to succeed in life. References Bryant, D., & Erin, J. (1998). Infusing a teacher preparation program in learning disabilities with assistive technology. Journal of Learning Disabilities, 31(1), 5567. Duhaney, L. M., & Duhaney, D. C. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27(4), 393402. King, T. W. (1999). Assistive technology: Essential human factors. Allyn and Bacon: Boston. Lankutis T. & Kennedy, K. (2002). Assistive technology and the multiage classroom. Technology & Learning, 22(8), 38-43. Lee, H. & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities, Theory Into Practice, 47:3, 212 -219 Ludlow, B. L., Foshay, J. D., Brannan, S. A., Duff, M. C., & Dennison, K. E. (2002). Updating knowledge and skills of practitioners in rural areas: A web-based model. Rural Special Education Quarterly, 21(2), 33-44. Mastropieri, M. & Scruggs, T. (2007). The inclusive classroom: Strategies for effective instruction (3rd ed.). New Jersey: Pearson/Merrill Prentice Hall. Merbler, J. B., Hadadian, A., & Ulman, J. (1999). Using assistive technology in the inclusive classroom. Preventing School Failure, 43 (3), 113-118. Murry, F. R., & Murry, G. B. (2000). Using a lesson template to integrate general and special education: Teaching lesson template use to educators of students with special needs. In: Annual Proceedings of the National Convention of the Association for Educational Communications. Information &Technology (1-2). Theroux, P. (2004). Enhance Learning with Technology: Differential, Instruction. http://www.enhancelearning.ca/jun04. Paper Evaluation Rubric Item Evaluation Knowledge and Outstanding (4) Based on Very Good (3+) Based on Good/ Satisfactory (2-3) Based on

Barely Adequate (1-0) Based on

Assistive Technology Comprehension (4/20) 3 information from many different sources, presented in a highly coherent and systematic form Strong base of evidence and sound interpretation of links between theory, research and practice Statements are well illustrated and analysed with well contextualized implications for practice identified Strong well developed arguments with critical appraisal of problems, issues Coherent, integrated and well organised presentation, correct use of APA Style Guide information from several sources that are well described and explained Points are well developed and based on some evidence with links between research and practice Statements are carefully explained with practical implications for practice identified Well developed arguments with careful appraisal of some key problems, issues Integrated and systematic presentation although transitions are abrupt, correct use of APA Style Guide information from a few sources with some relationships and explanation Points are well explained and some evidence is included with one or two links between theory, research and practice Statements are explained with a few practical implications for practice identified A few critical arguments are presents with some attempt at appraisal/ evaluation Generally coherent but some breaks or lack of transition evident, correct use of APA style guide

information from limited sources with only basic explanation and few details Points are clearly presents but there is a lack of evidence and links between theory, research and practice Statements are barely explained with incomplete or limited implications suggested Little or no attention given to critical evaluation of problems and issues Lack of coherence and attention to relationships between topics and points, errors in references or application of APA Style Guide

Integration (4/20) 4

Application (4/20) 3

Critical Evaluation (4/20) 4

Organization and flow of the paper (4/20) 4

France a well-thought-out overview of some of the issues in special ed related to ATsome more specific examples of HOW AT helps in the classroom might have been worthwhilealso, are there specific Canadian factors invoplved in the use of AT (as much of your research cites American data and legislation). Good job! 18/ 20