Technology and Lifestyles

Assistive technology (AT) has enabled hundreds of thousands of disabled individuals access to the mainstream academic curriculum and regular instruction of schools. The examples illustrated throughout this weeks instruction of students (and parents and teachers and student peers) that have been positively influenced by the brilliant technological advances has been nothing less than miraculous in my mind (Ellis, K., 2009).  

As Coleman (2011) discussed in her study of assistive technology, appropriate implementation "is crucial for increasing the level of participation in education, employment, and independent living to levels similar to peers without disabilities" (p.3). So why hasn't appropriate implementation of these valuable tools taken over the entire disabled world? Learning about the outcomes of AT for individuals with disabilities, it was difficult to image how parents and teachers could possibly ignore or abandon the implementation of these devices for the benefit of a child/student. It seems crystal clear that students struggling with disabilities would be able to overcome their difficulties if they just made the extra effort to learn how to integrate a particular tool into their lives.

It seems that the greatest struggles students have in seamlessly integrating AT into their lives is that their teachers struggle to gain the support and training necessary to learn about how to teach and implement AT, as well as how to identify which AT is the most beneficial for each student's diverse needs. Coleman (2009) discusses at great length the fact that there are "high abandonment and under use"(p.4) rates of AT in schools but there are many other factors influencing implementation. It isn't just teachers that need training with AT devices but also parental training as well to ensure the student has support in both academic and family environments (2009, p. 6). The age of a student is also influential in the implementation process. Not only are students trying to learn the curriculum as it is being taught but also the new device. It has been suggested that this may be remedied if the student is taught at the earliest possible stage in their academic career (2009, p. 8).There is also the idea of social stigma not just for the student who is struggling with identity and self-esteem but also the parents, depending on cultural values.

I wonder now how to get past these barriers because the opportunity for these students when they are given AT are too important to ignore. Is it possible for teachers to get the training and support they need to be competent AT implementers? What about students who missed the early implementation of their devices, what are the best ways to motivate and inspire their acceptance and engagement with AT? What are the lines one must draw to be both respectful of diverse family values and promote the best educational options for students with disabilities?

References: 

Coleman, M.  (2011).  Successful Implementation of Assistive Technology to Promote Access to Curriculum and Instruction for Students with Physical Disabilities. Physical Disabilities:  Education And Related Services, 30(2), 2-22.  Retrieved from:  http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ955444&site=ehost-live

Ellis, K. (2009). Assistive Technology Enabling Dreams. Edutopia Retrieved from: http://www.youtube.com/watch?v=zZ5CkpgVQJ4