Assistive and Adaptive Technology for Students with Special Needs

Whether it's being incorporated as part of the general classroom or as an assistive technology resource for inclusive students, the integration of technology in the classroom has forever changed the manner in which students learn. With a never-ending supply of new educational technology applications and software, the inclusion of these tools in everyday instruction introduces both benefits and drawbacks. Educators must be aware of the various strategies that can be adopted, as well as how to use them correctly in order to facilitate the ongoing process of nurturing student success.

The integration of assistive technology has been proven to help students in several ways, making it critical to ensure that all stakeholders, including administration, teachers, parents, and students, are both familiar with the digital resources and are properly trained how to use them. In the classroom, “some students who had difficulty in reading, specifically connecting letter recognition with pronunciation revealed that using assistive technology is extremely effective...students began using computer based reading programs. After using the program, the students’ pronunciation greatly increased” (Alharbi, 2016, p.1). Another study discovered “one of the chief benefits of AT use that is highly relevant for children with multiple disabilities is a means of enabling mastery or control over their environment” (Copley & Ziviani, 2004, p. 230). These tools allow them to become independent and not rely on others to accomplish certain tasks that they now can perform by themselves. Other researchers noted self-determination and an increase in social skills, motivation, self-esteem and the improvement of handwriting. However, these tools can only be applied effectively when proper instruction is provided, but unfortunately, it has been found there is a “lack of appropriate staff training and support, negative staff attitudes, inadequate assessment and planning processes, insufficient funding, difficulties procuring and managing equipment, and time constraints” (Copley & Ziviani, 2004, p. 229). Teachers must be aware of the accommodations that various assistive technologies provide and understand how to adjust their instruction to properly include these tools.

Perhaps the best way to increase usage of assistive technology is to address the current misunderstandings associated with it. Some believe its use encourages cheating, but in actuality, nothing could be further from the truth. Research shows that incorporating assistive technology appropriately “allows students with reading, writing, communication, visual, hearing, and mobility challenges to improve their functioning in the classroom” (Sullivan, 2019, para. 5). Some students will also become more engaged in classroom activities and feel less alienated because of “the ability to participate in classroom discussions to ask questions or offer personal insight” (Resilient Educator, n.d., para. 7) Others assume cost is an issue, but many of these tools are free or quite inexpensive. For those devices that are cost-prohibitive, loan programs are widely available. When it is realized just how important its application affects student achievement, staff will welcome the integration of technology into their lessons. Yet another misconception is the belief that the incorporation of assistive technology means increasing a teacher’s workload. On the contrary, once a lesson has been created using technology, it can be recycled and only minimal changes may be needed. Because at its most basic, “assistive technology is simply a tool that teachers can use to deliver instruction” (Sullivan, 2019, para. 10), and it can be used by students with and without disabilities simultaneously, combining all scaffolding strategies in one place. An added benefit is the ability to access the lesson in school or in the home environment.

Once the overall benefits have been realized, assistive technology will be welcomed, but proper training must be delivered in order to apply it effectively and successfully. Many teachers complain that it hasn’t been utilized correctly and there is a need to “develop an Assistive Technology and Education model that includes student identification, assessment, training, implementation, monitoring and integration of services” (Pisano 2002). It’s imperative to ensure teachers understand how to properly integrate these tools into their instruction because it’s “critical in fostering success for students with learning differences” (Pisano, 2002, para. 22). However, this is not being addressed and “teachers need more training in using assistive technology because of their lack of experience” (Alharbi, 2016, p.5), The promotion of parent involvement is also critical. Including parents in their child’s education is important because it adds an additional layer of support for these tools. It has been shown that when parents are involved in the process, it “increases the learner’s motivation to utilize assistive technology and maximizes the advantages of the assistive technology” (Alharbi, 2016, p. 8).

Surprisingly, “though special education instructors work closely with general instructors to offer knowledge and assistance, they do not work in many general education classrooms where they can supervise the use of the accommodations including assistive technology” (Alharbi, 2016, p. 2). It seems incomprehensible that this scenario is present in our schools. It negates the belief that all students should have equal access to education in a least restrictive environment. These teachers must collaborate with one another and provide the proper tools, as well as the preferred strategies in order to place the student on a path to success.

Through the use of various assistive technology tools, students now have access to a wealth of information in a variety of ways. The implementation of these tools cannot be overlooked and teachers must continue to frequently develop their technology skills because improvements to these tools are constantly being made available. When technology is integrated into instruction, all participants greatly benefit and will be better prepared for lifelong learning.

References

Alharbi, S. (2016). Benefits and barriers: Incorporating assistive technology in an inclusive setting for primary school students with learning disabilities in language arts. American Research Journal of Humanities and Social Sciences, 2, 1-11. https://www.arjonline.org/papers/arjhss/v2-i1/16.pdf

Copley, J., & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229-243. https://onlinelibrary.wiley.com/doi/pdf/10.1002/oti.213

Pisano, L. V. (2002, October 2). What happens when assistive technology doesn't work?: The need for an integrated approach. LD Online. Retrieved February 20, 2021, from http://www.ldonline.org/article/6235

Resilient Educator. (n.d.). How assistive learning technology has impacted the disabled. Retrieved February 20, 2021, from https://resilienteducator.com/classroom-resources/how-assistive-learning-technology-has-impacted-the-disabled

Sullivan, J. (2019, February 21). Rethinking Assistive Technology. Edutopia. Retrieved February 8, 2021, from https://www.edutopia.org/article/rethinking-assistive-technology