Assistive and Adaptive Computing Technology In Education

 

 


Is Assistive Technology Working in Education?


Assistive and Adaptive Computing Technology provide incredible opportunities for students with disabilities to access academic, social, recreational and communicative experiences that were previously considered off limits and / or impossible achievements. Human potentials, both from a cognitive perspective and with regard to life & career opportunities are increased significantly, with the proper assessment, selection, training and implementation of assistive technology. Within an industry such as technology that is rapidly emerging and evolutionary in nature, where heightened public awareness regarding assistive technology is increasing the demand for the provision of AT into a student's educational programming, and schools that have been significantly impacted by budget reductions and unfunded mandates, the effectiveness of assistive technology for the student is in serious jeopardy.

Many of us in the field of assistive technology are gratefully seeing more and more districts addressing the issues of assistive technology and are providing what "they perceive" as the hardware or device that is needed for the student to "benefit from his special education." Unfortunately, without proper assessment in the student's educational environment, sufficient training and supports in- place for whatever initial phase-in time is necessary for educators, technology co-ordinators and child study team personnel to gain proficiency, and the necessary on-going supports as the programming evolves, many students, educators and service providers are seeing "failure" with AT. We cannot afford for these already at-risk students to experience another failure from a viable solution or by-pass strategy to surmount their challenges; but even more importantly in the long run, we cannot allow child study team members, administrators, educators, school boards and service providers to view this already "unreasonably costly" provision of assistive technology as "ineffective in educational programming." By allowing districts and parents to purchase these highly complex AT hardware and software solutions without the benefit of knowledgeable assistive technology consultants and follow-up, we run the risk of that negative paradigm overshadowing future decisions made "in the consideration of AT for every special education pupil" as now mandated by the changes in IDEA 1997. We must come up with effective methods to disseminate materials to all demographics about the necessity of a quality assessment in the child's school and home environment to determine a student's AT needs and an IEP mandate to continue the services of AT consulting in total support of that investment far into that individuals future. The resulting ROI or return on investment can only be viewed as valuable as a human life.

It has been my experience that it is we, who have worked with kids in the trenches, who have the most pragmatic and effective AT solutions for transforming a special needs students learning experience. Effective curriculum integration utilizing appropriate on-going supports and trained personnel are the critical factors in the success of the technology programming and usage. The goal of this web site is to provide a venue for dissemination of materials and discussion for parents, educators, service providers and students regarding AT and related advocacy efforts to increase the overall effectiveness of AT for special education students. In support of these efforts, I encourage you to put your experiences in writing and submit them for inclusion on this web site. We need your creativity, your technology success stories and other AT resources so we can together, insure that the opportunities these students have for provision of AT & related services will have positive life long results.




© AK Macleod

Contact:
RMACL49796@aol.com