ASSISTIVE/ADAPTIVE TECHNOLOGY

THOUGHTS ON “Enabling Dreams”

www.edutopia.org/assistive-technology-enabling-dreams-video

REACTION. The video, “Enabling Dreams”, presents specific uses for assistive technology in the education of students with disabilities. Students were portrayed reaching intangible goals and fulfilling dreams through assistive technology! They were able to complete coursework assignments, play instruments, reply when asked a question, become mobile as they performed daily tasks, participate in group activities, apply for college, run for a position in school government, and communicate their thoughts to others. Assistive technology became the means to improve the quality of their lives and opened doors to opportunities that once were unavailable to them. Technology became their hands, ears, voice, and feet! The video is a fascinating view of the potentials and possibilities of assistive and adaptive technology, AAT, in the world of disabilities and education!

CLASSROOM USE. How can this be harnessed in the classroom? The video demonstrated this with moderate to severely disabled students. Assistive technology can aid in providing access to content, supplying a model for the lessons and activities, and giving immediate feedback during various phases of an activity. It can also provide the means to read directions, texts, or explain examples related to a specific lesson in a “language” the disabled students can understand, thus assisting the teacher in filling the needs of that child. It provides access to information and allows for class participation, especially for the disabled child who, without AAT, may have to sit and wait for an individual to assist him or her. It allows that student some independence during class. He can now respond and make decisions about the lesson on his own. ESL, developmental, and remedial students can also benefit from assistive technology. These students can follow and practice reading or math as the computer reads the content/text, listen for the correct pronunciation of word lists, and receive immediate feedback as they practice exercises or skills. AAT can allow blind students access to the written text because there is technology available that can transpose the regular written text into Braille or vice versa. Assistive/Adaptive technology allows the disabled student to participate and interact in the class.

CHALLENGES. Should assistive technology be available for disabled students? Yes, definitely, if implemented correctly and if the resources and people are available to support its use! Imagine the excitement of students, parents, and teachers as they witness assistive/adaptive technology opening doors of learning for the disabled children and bringing them to the threshold of a great adventure in learning! Of course, cost and maintenance and training have to be considered. There’s also the question of availability of such technology for multiple numbers of students. In the video, the high school student who played an instrument could only do so because a special apparatus was created to enable him to produce the desired sounds. And then there is the question of which disabled student should receive AAT. How should that be determined? Should the student have unlimited access to AAT or only during specified times? Another consideration is the comfort level or the adjustments of the teachers and the rest of the class. What changes have to be made to include AAT in class activities? In the video segment with the elementary students, it appeared as if all the students in that one class were disabled students with access to AAT. In the segments of the older students, each student appeared to be the only disabled student in several of the scenes and with special arrangements made to accommodate AAT. AAT in the classroom requires more space per student and an available technician to ensure that the equipment is functioning at all times. An additional concern is the availability of programs and software that support the school/class curriculum. Perhaps, the school will have to invest in support staff that have experience in creating lessons and activities that can be used with AAT for specific curriculums and learning objectives. That affects the school budget and curriculum planning. And finally, there is always the possibility of misusing and abusing the equipment. The video did not comment on the availability of resources or the challenges of including AAT in the school.

POTENTIAL. In the video, a classroom with younger disabled students with moderate to severe disabilities was visited. The students appeared to be working on math problems, reading vocabulary lists, and discussing the lessons with their teachers. There was one student who could call up and communicate with his parents with the assistance of, not an individual, but AAT. Without assistive technology, the students whose disabilities confine them to their chairs would not have been able to attain higher levels of learning and participation. They would probably be sitting in their chairs, just looking or waiting for assistance. It was impressive and heartwarming to see one little child who did not have a voice, but could respond through a machine! The teacher commented that he could now imagine his students becoming math geniuses, research scientists, and architects because they could now communicate and accomplish tasks that were once impossible tasks. As testified by the video, assistive/adaptive technology can change the lives of many individuals and assist them in developing minds and bodies that will allow them to grow mentally and enrich their lives! Assistive/adaptive technology can enable a disabled student, even a moderately severe child, to become a contributing member of society.