Abstract
With the passage of the Individuals with Disabilities Education Act (IDEA) of 1990 (Public Law 101-476), it has become mandatory to address assistive technology for every student with disabilities. The Assistive Technology Act of 1998 provides students with disabilities equal access to assistive technology. Despite the grants available to assist students with assistive technology in every state, stakeholders struggle in integrating assistive technology in K-12 classrooms. Many teachers strive to implement appropriate assistive technology to educate students with disabilities in K-12 classrooms because of variations of the needs in students, lack of proper knowledge and training in assistive technologies, and the higher costs of some of the emerging 21st-century technology. The purpose of this chapter is to analyze the role of assistive technology to improve student learning and engagement and highlight some of the available no-tech, low-tech, and high-tech assistive technology equipment used with students with disabilities in K-12 classrooms.
TopBackground
Assistive technology is classified into four categories: (1) high tech- sophisticated computer software and electronic devices; (2) medium-tech mechanical devices such as wheelchairs; (3) low tech- spell checkers, talking calculators, adapted plates, spoons, or Velcro fasteners; (4) no tech- pencil grips, picture cards, highlighters (Simpson et al., 2009). Teachers, parents, and caretakers use assistive technology with students with severe/profound and multiple disabilities in improving their daily living skills. Teachers often use assistive technology to enhance learning tailored to students' individual needs, abilities, and experiences. Assistive technology helps compensate students’ weaknesses and skills deficits, thus improving a student's capabilities with a disability. In self-contained special education classrooms, K-12 classroom teachers use assistive technology devices such as microswitches, speech-generating devices, mobility devices, and computer-based software. Teachers integrate high-tech technology such as iPads, iPods, and cell phones in their 21st-century classrooms.
Despite the wide availability of assistive technology devices, teachers tend to use them less frequently in their classrooms. They lack the training on how to use it in the classrooms successfully. Teachers face the issue of inadequate funding, lack of access to assistive technology, lack of expertise in integrating, and unwillingness to give extra effort to implement in K-12 classrooms successfully. Special education teachers in public schools lack understanding of using assistive technology devices, and general education teachers working in inclusive settings are not aware of assistive technology services available for their students. Students using assistive technology devices sometimes feel stigmatized and may not use them. Some SWDs may show varied needs and may require a variety of technological devices.
Many students in 21st-century classrooms have access to devices, such as tablets, laptops, Chromebooks, and smartphones. Both special education and general education teachers sometimes feel uncomfortable in using appropriate assistive technology in their classrooms. Furthermore, when assistive technology devices are matched with students’ needs, the student feels less stigmatized. The collaboration between special education and general education teachers is vital to successfully integrate assistive technology in K-12 classrooms.
Key Terms in this Chapter
Assistive Technology: Assistive technology is defined as “any item, piece of equipment, or product, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with disability” ( IDEA, 2004 ).
Assistive Technology Services: Assistive technology services are defined as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device” ( IDEA, 2004 ).
Inclusive Classrooms: An inclusive classroom is a general education classroom where students with and without disabilities learn together.
Low Tech: Low tech is simple assistive technology devices that do not need a power source.
Mid Tech: Mid tech is a simple assistive technology device that works on a power source and is simple to use.
Universal Design for Learning: The Universal Design for Learning is a framework based on the principles of multiple basis of representation, action and expression, and engagement, which aims at removing barriers to students’ learning and participation.
High Tech: High tech is sophisticated assistive technology devices that use power sources and are complicated to learn.