Module 7 - Assistive Technology In School Settings

Introduction

Legislative mandates, such as the Individuals with Disabilities Education Act (1990), and its reauthorization in 1994 (NCLB), were established to ensure educational equality. Legislators premised technology to be an integral part of education, and argued schools should be required to provide accommodations to make learning accessible for all. Therefore, they enacted laws aimed to reduce educational barriers preventing students from excelling, especially those students with disabilities through the incorporation of assistive technology.  More importantly these mandates are applicable for all students, not only those with disabilities (Bryant & Bryant, 2003). Although Assistive Technology (AT) has demonstrated its usefulness in providing access to general curriculum (e.g. mathematics, writing, and reading) many teachers may experience problems in integrating AT in their classrooms. Some reasons for this include, but are not limited to those listed below.

Barriers to Assistive Technology Application

• Lower levels of confidence in using AT
• Lack of training in AT related issues and applications
• Lack of technical support once the AT is implemented
• Limited continued training on AT is provided after graduating from pre-service program
• Individual opinions regarding effectiveness of AT
• Limited skills in the evaluation of the effectiveness of AT interventions
• Lack of time and effort
• Lack of support from other teachers
• Limited financial resources for an individual school or school district

Recognizing the importance of developing awareness, this module will discuss the role of AT in educational settings with a focus on the integration of AT in the classroom.

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