Module 7 - AT in School Settings (P.9 of 9)
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Module Summary

This module focused on the role of Assistive Technology in the school settings.   Legislative mandates, such as the Individuals with Disabilities Education Act (1997), and its reauthorization in 2004, 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).

By federal law (IDEA/ NCLB) , every student with a disability is entitled to a "Free and Appropriate Education “ (FAPE) in the "Least Restrictive Environment" (LRE). Also, special education and other related services must meet the individual needs of each identified student. In order to ensure that the identified needs are met, a team develops an Individualized Education Plan (IEP). Services listed in the IEP are to be provided by the school at no cost to the parents. The IEP process is the means for providing the assistive technology students may need to receive an appropriate education (KATS, 2006).

When teachers prepare their lessons, they consider the student, the curriculum and instruction, and the resources that will be used to support the material included in the lesson. However, before including any AT intervention in a lesson, teachers should be familiar with the student’s personal, social, and academic needs; the student’s previous experience in other schools, and the student’s actual academic level as determined by psycho-educational testing. This information will produce a more comprehensive picture of the student, and will allow for the identification of functional assets and limitations needed for the determination of AT adaptations.

As implementing AT was discussed further in this module, the concepts of Instructional Planning, Instructional Technology and Computer Assisted Instruction examples were introduced. Instructional planning relates to the “what and how” of teaching and development of lesson plans. Lesson plans are the daily description of the educational activities that students will perform. For students with disabilities to access the curriculum, AT concepts and adaptations must be included.  Instructional Technology refers to any technology that is used in the education of an individual. This does not strictly refer to assistive technology products, but any technology used in education, often in the presentation of materials, including overhead projectors or educational software. Using instructional technology is necessary to create a universal design for learning setting.  Lastly, Computer Assisted Instruction examples were displayed through the usage of Inspiration (semantic mapping software that can be used as a visual learning tool for generating and organizing information or ideas during the writing process), IntelliTools and IntelliKeys (IntelliTools is a series of educational software designed to enhance the achievement of K-8 students on standardized tests by providing access to the curriculum that utilizes a students strengths. IntelliTools combined with the adaptable keyboard, IntelliKeys, is designed to be used by students with various learning and physical disabilities), Talking Word Processors (easy-to-use word processing program designed to help people who have difficulty with reading and writing, especially those with visual, cognitive or learning disabilities (Premier Assistive Technology, 2006) and Kurzweil 3000 (a scanning, reading, and writing software program that assists individuals with learning disabilities, reading difficulties, or visual impairments (Kurzweil Educational Systems, 2006).

Module 8 will discuss the role of AT in employment settings.

Review Questions

These questions are intended to help you review important material from this module, they do not need to be submitted.

  1. How does the IDEA regulate the provision of AT services in school?
  2. Can a student receive an AT device to be used at home through IDEA?
  3. How can AT be used to facilitate a student's development in the general curriculum?
  4. What are the benefits of including AT in the classroom?
  5. What is instructional software?
  6. Why should AT interventions be constantly assessed? What type of questions should be addressed during these evaluations?

Please complete and submit Assignment #7.

Congratulations! You have finished Module 7.

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