Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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Assistive technology and inclusion

Susan P. Gregory Ph. D, Associate Professor
Montana State University-Billings, Billings, USA
sgregory@msubillings.edu

Assistive technology is an integral part of classrooms for students with disabilities whether it includes ‘low tech’ adaptations such as pencil grippers and switches, or ‘high tech’ adaptations such as computers which have been identified as a means to not only adapt activities but also to facilitate friendships in inclusive classrooms (Hobbs, Bruch, Sanko & Astolfi, 2001).

. This paper will cover some examples of how assistive technology can be used to facilitate the inclusion of students with disabilities with examples from school settings

How can assistive technology facilitate inclusion?

Promote understanding of classroom organization and routines

All students benefit from an understanding of classroom expectations and routines. For many students, a verbal review or a written posting of the schedule will suffice. However for the student who is not yet reading or who is not communicating verbally, alternative means need to be developed.

          Using visual strategies the teacher can develop a daily schedule which is based on pictures or symbols of the planned activities (Downing & Peckham-Hardin, 2001; Hodgdon, 1999). Visual strategies benefit all students, not just those for whom they were originally designed (Hodgdon 1999). The use of photos, pictures and symbols can provide universal access. They can also facilitate the inclusion of children with behavioral challenges.

Examples

Jerrad is a kindergartener who likes the security of being in a classroom where thee routines are predictable. He has autism and his teacher has created a daily schedule of pictures to facilitate transitions from one activity to another. The picture schedule benefits all the children in the class as many of them are not yet reading.

Paul is in a high school setting where he is less dependent on an adult for support because he has a picture schedule to follow.

Facilitate participation

By using assistive technology in the classroom the teacher uses the principal of Universal Design for Learning and adapts his or her teaching to enable students to participate in a variety of activities.

Example

Linda is not yet reading. Her teacher has adapted books for her with symbols corresponding to the words. These books are available in the reading corner and although primarily created for Linda, they are available and used by any child.

Facilitate cooperative learning in the classroom

Using assistive technology in a classroom creates the opportunity for students to be actively and often cooperatively engage in learning. Students who would formerly have been relegated to sitting on the fringe of an activity can now be activity engaged in the activity itself through using simple adaptations. For the student with the disability this engagement provides enhancement to their self esteem, particularly when they are in a position of being integral to the successful completion of an activity.

Example

Barbara can be involved in a cooperative number game.  A spinner which she operates with a switch is used for turn taking.

Eric is now able to participate in making milkshakes for the class as he can operate a blender with his switch

Promote communication and interaction

Technology has a magnetic effect on children. Unlike adults who may have a more cautionary approach to technology, technology can stimulate interest and inquiry. Students are intrigued when one of their peers, who has obvious disabilities,   can operate sophisticated technological equipment. For the student with a disability is it clearly enhances their self esteem when they are able to communicate with their peers and impress them with their use of technology.

Technology can enable students to bridge the communication gap within the school. Using pictures and communication symbols children can communicate. Children can share with their classmates examples of their activities and accomplishments outside of school. Technology can be used

Students maintain their friendships and relationships with peers outside of school with regular communication. They may not visit friends every day but they maintain contact on a regular basis. For the child in an inclusive classroom it is important to learn those channels of communication and how to use them. For those who have access to the internet, communicating with friends via email or instant messaging has replaced using the phone to communicate outside of school hours.

Examples:

Anna, a preschooler, is in a prone stander as part of her physical therapy program. She has a keyboard on the tray of her stander to enable her to continue working on a computer program while she is in an upright position. Peers can work with her on using the computer in this position.

David uses a picture communication symbols book that he uses to share with his teachers and classmates what activity he wants to select.

Meghan is hearing impaired. Part of her day she has individualized instruction with a teacher for the hearing impaired. The majority of her day she is in atypical setting with same age peers. She can use the internet to email her family members and friends.

John uses a sophisticated communication device. His classroom peers are interested to see the technology working to see how John is able to communicate using it. John uses a wheelchair for mobility and although he can use his voice to communicate, he can be unintelligible to those outside his family and close friends. He can share with his peers examples of how he competed in a Special Olympics event by playing the recording on his school computer.

Assistive technology can not only provide a means by which students can access information in the classroom but it can also provide a bridge by which they connect with their peers.

References

Downing, J., Peckham-Hardin, K. D. (2001). Daily schedules: A helpful learning tool. Teaching Exceptional Children, 33, 3, 62-68.

Hobbs, T., Bruch, L., Sanko, J. & Astolfi, C. (2001). Friendship on the inclusive electronic playground. Teaching Exceptional Children, 33, 6, 46-51.

Hodgdon, L. (1999). Visual strategies for improving communication. Troy, MI: QuirkRoberts Pub.

Resources

Books

Canfield, H. & Locke, P. (1998) Book of Possibilities: activities using simple technology, Elementary Edition. Minneapolis, MN: Ablenet

Canfield, H. & Locke, P. (1998) Book of Possibilities: activities using simple technology, Secondary Edition. Minneapolis, MN: Ablenet

Ciampa Stoller, L. (1998). Low tech assistive devices: A handbook for the school setting. Framington, MA: Therapro, Inc.

Hounshell, M., Irwin, M., Ely, S., Sotos, S., Janes, M. B (1999). Reach them all: Adapting curriculum and instruction with technology in inclusive classrooms: Center for Disability Information and Referral and Center on Technology and Instruction, Bloomington, IN: University Affiliated Program of Indiana.

Websites

Closing the Gap www.closingthegap.com

Quality Indicators in Assistive technology www.quiat.org

Joy Zabala www.joyzabala.com

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