Week Two Discussion: Assistive Technology

Discussion- Week Two
The definition and purpose of Assistive Technology has certainly changed over the years. As we reflect on this evolution, how has the change in definition impacted how Assistive Technologies are perceived and used in the classroom? To what might we 'truly' attribute this evolution? 

   Overtime, it is inevitable that everything changes and develops.  Throughout time, assistive technologies have done so as well.  According to Beard, a person who teaches people how to use assistive technologies they need to know how to define the term as well as the laws that stem around it.  Assistive Technologies has evolved from the term Technology-Related Assistance for Individuals with Disabilities Act.  According to Beard, assistive technologies is defined as "piece of equipment or product system acquired commercially, off the shelf, modified, or customize and used to increase, maintain, or improve functional capability for an individual with disabilities."

    Assistive technology first defined as Technology-Related Assistance for Individuals with Disabilities Act helped meet the needs for those who need assistance.  Under the law, two categories were also defined, assistive technology service and assistive technology devices.  The main purpose was to continue the function of those with disabilities.  

    Next came the Telecommunications Act.  The act provided opportunities for libraries to be connected and therefore again, protecting the rights of those with disabilities.  The intention of the act was to provide a foundation to ensure information was accessible to all individuals regardless of their disabilities.  Below are a list of the other acts, set in place to ensure all students can and will learn:

• Vocational Technical Act
• Assistive Technology Act
• Education for All Handicapped Children Act
• Individuals with Disabilities Education Act
• Individuals with Disabilities Education Improvement Act
• Section 504 of Rehabilitation Act
• Americans with DIsabilities Act
• No Child Left Behind Act

    These are only a few laws put in place to enforce all students are equal no matter their background and ability level.  I believe the involvement has helped students but in some ways hindered students as well.  Take a simple clock for example, students now do not know how to read a traditional clock because technology allows them a digital format.  Some might say it does not matter because the world today is digital.  I question, what happens when the “lights go out”?  In other cases assistive technology allows someone who may be physical unable to perform a task or find information the ability to do so.  To me, this is a profound achievement.  Not only has assistive technology evolved to help our students become free but it also open new opportunities to those who may have seen the door closed before.  To most people, I believe assistive technologies are embraced because we now understand the reason they are set in place.  When assistive technologies first came out not many people knew much about the topic nor did they understand it.  A big conflict happened when “no child left behind act” was set in place.  Many teachers did not believe in this act.  Through time and evolution, I believe we still have some questions but overall accept assistive technologies because our understanding of them is greater.

Resources:

1. Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd/3rd ed.). Toronto: Pearson Education.
2. Bryant, D. P., & Bryant, B. R. (2012)/ Assistive technology for people with disabilities (2nd ed.). Upper Saddle River. Pearson Education.
3. Kelker, K. A., & Holt, R. (1997). Family guide to assistive technology. Billings, MT: Parents Let’s Unite for Kids.