Assistive Technology in Special Education
The Individuals with Disabilities Act (IDEA) defines assistive
technology as 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 functional capabilities of individuals with disabilities.
Assistive Technology is broken down into high and low-tech devices. High-tech
devices may be computers, electronic equipment or software. It is important to
note that high-tech devices are not always expensive. For example, a switch
that controls a battery-operated toy can be considered a high-tech device as
can a tape-recorder. Low-tech devices are manually, not electronically operated
and may include pencil grips, mouth sticks and mechanical hoists. Other
low-tech devices include blocks of wood used to raise a table to fit a
wheelchair or a joystick with a special grip. Whether using high or low-tech
devices, assistive technology should help make life with a disability a little
better, a little easier and a little more like ordinary life.
Assistive technology includes modifications to buildings, rooms and
other facilities that allow people with disabilities to move about more freely,
accessibility to shopping centers, places of business, schools, recreation and
transportation is possible because of assistive technology modifications.
The definition of assistive technology also applies to the tools that
teachers use to deliver and facilitate learning including instructional
applications of technology. These applications are based on two models. The
first model is the direct instruction behavioral model which refers to drill
and practice tutorials and the second model refers to the constructivist model,
which refers to facilitated learner-based environments, provided through the
Internet and multimedia-based instruction. One must not underestimate the
importance
of directed instruction to develop specific
skills in students and assist them to develop fluency in using those skills.
The lure a of constructivist-based learning environment is powerful, but there
are still students who will only succeed in such an environment when provided
with the skills and knowledge to do so.
Assistive technology tools for students with disabilities fall into
functional categories. One of these categories is hearing. These include
Telecommunication Devices for the Deaf (TDDs), which use computer technology, a
typewriter keyboard and a letter display or printer to allow persons with
hearing or speech impairments to converse over telephone lines without the use
of an interpreter. Teletypewriters, which are input devices that allow
characters to be typed in and sent as they are typed, to a computer or to a
printer. Close Captioning is a translation system that has been integrated into
all the televisions produced in the United States. Another is amplification
devices, which include telephone volume controls and high-tech hearing aids
that filter out background noise. Other devices include alerting systems, which
use lights, or vibrations to warn people who are hearing impaired about any
surrounding dangers.
Another category is vision tools for persons with visual disabilities.
Three of the devices used are; enhancement, such as obtaining a monitor with a
large screen, speech output, in which software can be used to provide pictures
and translate the pictures to words, to be spoken or written text and hard copy
output such as large print output as a result of word processors that can
easily enlarge fonts, graphic images and format the text for easy reading.
Another category is orthopedic tools such as mobility devices, which
include electronic wheelchairs. One of the disadvantages of mobility devices is
the cost. For example, specialized wheelchairs can cost upwards of $25 000 and when a special chair is combined
with an adapted van with hydraulic suspension, automatic ramps, wheelchair
locks and electronic driver controls, it may cost $40 000 or more. Another device
in this orthopedic category is computer access, which includes voice
recognition that enables computer navigation by voice alone. Hardware
adaptations include devices such as
alternative and adapted keyboards, touch
screens and pointing devices. Other devices include environmental control devices.
These can be low-tech ramps or high-tech voice operated environmental controls.
Larger buttons on devices such as remote controls for televisions, VCRs and
stereos can make a child significantly more independent because fine motor
control is not required for operation. "Smart homes" provide computer
control for home security, lighting, cooking and entertainment all at the touch
of a button. Smart environments can be incorporated into schools to provide
stimulation and interactive learning opportunities. Soon, the environment will
be controlled by voice commands,
which will accommodate our requests. These
interactive environments designed to meet the needs of everyone will be
particularly useful to persons with disabilities.
One last category, is communication tools which replace spoken language
with other means of communication. Such devices include sign language, lip
reading as well as specific devices that use pictures, objects, icons, symbols
and words in graphics or spoken form to facilitate communication. Assistive
technology devices range from low-tech to high-tech and from simple to complex.
A simple yes/no communication board is an example of a low-tech communication
device. High-tech devices may be as simple as a
battery-operated device that provides
digitally recorded voice output when one of two switches is pressed. Pictures
or words can be placed on the switches to depict the message to be conveyed
such as a single word, a phrase or even a short speech. Young children often
start with simple low or high-tech communication boards and progress to complex
systems, using multiple layers or pages of symbols that have their own syntax
and meaning within different contexts.
Even though the use of assistive technology is obviously very beneficial
to students� with disabilities, there still exist debates today. Two of these
are "Should students with disabilities be "mainstreamed" into
the regular classroom?" All persons with or without disabilities should be
treated equally and should be given the chance to learn in a productive
environment. Also, the use of assistive technology in the classroom can assist
students with disabilities, thereby, reducing the amount of one on one teacher
instruction. The other debate is centered on the question "Should schools
provide assistive technology to all students?" The legislation passed by
Congress encouraged the development of services designed to provide assistive
technology and encouraged the provision of special education teachers, student
assistants and the related services of occupational, physical and speech
therapists to all students with disabilities.
It is important for educators and parents to realize that the earlier
the intervention with a child who has a disability, the less impact the
disability will have on that child's ability to learn and function. Early
intervention leads to better functional levels of persons with disabilities and
lower long-term costs as the child grows to adulthood. Technology can provide
the means for young children to interact with their learning environment in a
developmentally appropriate manner. One must not underestimate the capability
of a child with a disability. When the appropriate technology is available and
used in a way that supports the individual strengths and needs of the child, a
young child can achieve success, fulfill his/her potential becoming a
productive and independent member of society.
Technology is providing more powerful and efficient tools to teachers
who work with students with disabilities. These tools enable teachers to offer
new and more effective means of learning while individualizing instruction to
the broad range of student learning needs. It is essential that teachers make
good instructional decisions regarding how and when to incorporate technology
into the classroom. Teachers must first determine what a student needs to learn
and then provide the tools for the child to achieve that objective.
As technology improves, virtual reality environments will be developed
that enable students to explore ideas and concepts, even though confined to a
wheelchair. Such technology will enable these children to practice real world
tasks such as moving about their community before they actually go out on their
own. Therefore, technology opens up doors to persons with disabilities and they
will be able to have experiences that were previously impossible due to a
disability.
In the next decade or so, I foresee a boom
in the usage of technology in schools. Science fiction will have become and
probably has already become science fact. It wasn�t long ago
that I was in grade 12 doing a computer-typing course because I felt left
behind in the computer revolution. Now, kids have their own computers, are
talking to people from all over the world, and can produce amazing work from
material taken from the internet. The Internet has certainly made the world a
global village, but how can we as future teachers use this powerful tool to our
full advantage? A recent study was done on this very topic in the United
States. Its goal was to restructure curriculum, instruction, assessment,
professional development, and community participation in ways to help students
cope with the 21st Century. The schools that carried out this study were termed
Schools for Thought. This program evolved from three different programs
developed by a group of Universities. The School for Thought classrooms are
both child-centered and knowledge-centered. They are child-centered in that
they focus on research on cognition and development of curriculum, teaching
practices, and assessments. They are knowledge centered in their belief that
kids should really think and learn to learn, emphasizing a solid grounding in
such disciplines as mathematics, literature, science, history, and social
studies. Technology can help in both these areas by allowing for easier
assessment and making a teacher�s life simpler in a number of areas. In my discussion, I will talk
about four ways in which the students and teachers use technology in Schools
for Thought.
Technology can be used to bring important
ideas or problems into the classroom. These problems can be real world problems
and help to promote better problem solving skills in students. Using technology
that includes visual aids or video to present these problems allows students to
get a more accurate mental representation of the situation, more so than just
reading about the problem. This video representation could be an interactive
CD-ROM allowing teachers or students to select different situations at random,
capturing their attention and maintaining their focus on the subject. Certain
complex programs can also be used to promote collaborative problem solving.
Getting students to work in groups to achieve solutions helps kids teach each
other, as well discussion from other peers is far better then discussion with a
teacher. An example of how technology can be used to introduce important
problems is through Computer Supported Intentional Learning Environments
(CSILE). CSILE is a database used by Schools for Thought classrooms, providing
students with opportunities to come up with and discuss new problems through a
network onto which all classmates and teachers have access to and are involved
in each day. Each entry is followed by the initials of the student and preceded
by a category identifier used to indicate information type. This process allows
students to discuss problems that each has come up with, promoting discussion
and self-esteem in the students who have delivered the topic.
Technology also provides resources and
scaffolds for learning. For instance, some problem-based learning might be used
in conjunction with a program that focuses on different problems. The students
may then proceed to solve the problem through a problem-based activity where
students have to actually go into their communities to get answers. This has
actually been shown to scaffold learning by allowing students to develop higher
quality assignments. CSILE may also be used to promote the accessibility of
resources and influence scaffolding. For instance, students may log on and
present a problem, or question. Peers or even experts in certain fields can
then log-on to these servers from their homes or places of work and help give
kids insight to their answers. Students can also get information on resources
from their peers or experts in the form of books, different websites, or even
educational television programs.
Technology is also a great resource in
providing opportunities for feedback, reflection, and revision. The technology
in Schools for Thought is geared for this. It allows students to receive
frequent feedback about their different ideas and thinking. For instance, we
can once again look at CSILE, which is a great tool for this. Because feedback
is not just from teachers, it allows for a greater number of opinions to be
expressed form peers and experts. The opinions of experts may also encourage
students to reflect on topics outside the course, allowing them to gain a
deeper perspective on topics covered in class that can be discussed with peers
promoting their advancement in the course as well.
Teachers can also use technology to revise
curriculum. Curriculum-based measurement is an assessment system that allows
teachers and students to follow student learning over the academic year.
Students' complete short assessments several times a month on computers set up
in class. The scores can then be graphed for each individual student. By observing
the graph, teachers and students can see whether improvement is needed or not.
Teachers can also examine the problem areas students had on their assessments
to determine any misconceptions and subject areas that need more attention.
Teachers can then compensate for these areas of needed attention by spending
less time on areas done particularly well. As well, these results can be
expressed to parents very simply through e-mail.
Finally, technology can be useful in
building communities and overcoming the isolation of individual classrooms
through the bonding of children, teachers, parents, communities, and even the
entire world. This is one of the main goals of School for Thought; the creation
of a community of learners connected within, and outside of the classroom.
Technology was and is a cornerstone in the creation of these communities. For
instance, CSILE supports community building by allowing students to 'read each
others thoughts' so to speak, in the forms of questions, comments, and
reflection. You might say to yourself "Why not just discuss in
class?" but it is not everyday that you can get experts to make
appearances in class to discuss different topics, whereas this is possible
through technology. Classrooms can also connect with broader communities
through different programs involved in problem solving, such as Jasper
Adventures. This program is a problem solving series consisting of 12
interactive video environments inviting students to solve challenges. Parents,
administrators, college students, business representatives, and other community
members can participate in these adventures and attempt to solve them as well.
These problems are often challenging and take time to figure out, and so
students who have already completed the challenge can help the adults and keep
them on track without giving away the answers. Reversing roles helps provide a
learning experience for students that enable them to momentarily walk in a teacher's
shoes. The different community members may also get involved in helping
students to figure out different adventure challenges. Another means of reaching out to the public
would be through two-way video conferencing. A class in one province could easily
be discussing the same topics as those in another province. Through video
conferencing, both classes could discuss their topics voicing opinions and
asking each other questions.
Schools for Thought classrooms appear to be
a way of the future for education, and it should be realized that teachers are
the focal points for the use of technology in the classroom. They are
responsible for using technology to bring debate, feedback, discussion, and
research into the ever-changing classroom setting. Teachers may also use it as
a teaching resource to create a community of learners, to obtain information on
student learning, and to form development communities useful in their own
learning and reflection on the teaching practice. Overall, technology will
serve as the most useful tool in a teacher's arsenal in the 21st Century. It is
unfortunate that not all school systems have the same capabilities as Schools
for Thought, but I am certain that the day will come when these technologies
will be a mandatory part of the learning process. Who knows, if technology
keeps traveling at the rate it is at, I may one day be out of a job.
FOR RESEARCH TOPICS, AND WORKS, VISIT:
http://easyprojectmaterials.com.ng
http://easyprojectmaterials.com
Comments
Post a Comment