Review of Literature: Evaluating and Selecting Appropriate AT

A Review of Literature:

Evaluating and Selecting Appropriate Assistive Technology

Cari McKee

University of New Haven

ITDML; ED 7724

INTRODUCTION/PROBLEM

Assistive technology is defined as “any device, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability” (Beard, 2011).  For some students, Assistive Technology is the only way one can be successful in the education process.  In the 2011-2012 school year, research was collected to evaluate the students in our school systems.  The data provided our school communities with research of how many students were physically or mentally disabled.  These students showed they needed assistance in order to be successful in our current school systems.  The research showed over 6,000 students have disabilities and require some type of assistive technology in school systems (U.S., 2013).  With this many students needing assistance, assistive technology is considered as the main source to help our students be successful.  The 21st century suggests technology integration can help enhance learning in our classroom settings. Assistive technology are tools to help students be successful and given the ability to do “normal” activities. Depending on the student's needs, types of devices provided, and support within the school community can determine which type of device is best fit for each student.  Assistive technology can be low tech or high tech devices used in the classroom to help assistive students from a wide variety of disabilities be successful.  There are many different types of assistive technology assisting our students currently; however, more technology can be incorporated into our school systems to help meet the “no child left behind” standard of education (Raskind, 2000).  Although technology can help our students be successful, there are also negatives when selecting an appropriate assistive technology for each individual. This review will look at various research articles and address these advantages and disadvantages as well as give some suggestions when choosing an assistive technology device.  The review will also provide information on how to properly evaluating different types of technology to help students in the classroom experiencing disabilities.

REVIEW OF RESEARCH

In the article, Assistive Technology for Individuals with Disabilities: A review and synthesis of the literature, Alper discusses the Assistive Technology Act of 1998.  The act addressed the students needs with different types of assistive technology in education.  The Assistive Technology Act is intended to protect students who were in need of devices in the classroom.  When devices are properly implemented into the classroom for the appropriate individuals, the devices have shown evidence with helping students increase their self esteem (Alper, 2006).  The proper implementation of technology also allowed students to live independently.  Confidence was built through the support of each assistive technology device allowing students less need for assistance from other individuals during certain tasks.  From there the students became capable in pursuing meaningful careers.  The devices also helped students create and mature their own identity which otherwise might have been lost.  Many students do not have the privilege to integrate technology into their classroom even if it is assistive technology (Kelker, 1997) due to many barriers.

Alper suggests some of the reasons why technology has been a downfall in the classroom. Alper also discusses how technology is not available to all students for various reasons.  Some of these reasons include high equipment cost can hinders schools systems to provide all of their students with proper assistive technology.  A lack of information and knowledge about different assistive technology devices can also deter school systems from implementing assistive technology into the classroom.  Support is a necessary component to incorporating success assistive technology devices to the students and into the necessary classrooms.  Without the support, proper introduction and use of assistive technology devices cannot be as successful as if the support was not in place.

In order to properly evaluate assistive technology, there are many things one need to take into consideration.  First, the individual student must be properly evaluated.  Once properly evaluated, the group should identify a need of the student.  The students needs must be taken into consideration before an assistive technology device can be taken into account.  Secondly, the student’s physical and mental ability needs to also be considered when choosing the proper assistive technology device (Kelker, 1997).  It is imperative there is proper support from the family as well as the school community.  Providing individuals with the proper support should play a major role when selecting the type of assistive technology device for each student.  Once the students has been thoroughly evaluated through an IEP or PPT, next the device itself should be evaluated before considered in being implemented into the students school success program (Raskind, 2000).  

There are different types of devices with various functioning capacities used for various types of students.  Depending on the device function, cost of assistive technology, support of those involved, and background knowledge can help determine the type of device chosen for each student (Facilitated).  In recent years, many studies have been done addressing how to properly implement devices into the classroom.  The studies also take a look at the types of devices and the effectiveness of each  assistive technology incorporated into the current classrooms. In order to have a successful integration of assistive technology, one must have effective teaching strategies as well as the knowledge of the device (Raskind, 2000).  In order to be an effective teacher one must have proper instruction.  Incorporating collaboration while challenging students can help increase knowledge and participation in the classroom.  Classroom management needs to be a priority as well as appropriate technology use.  Lastly, if used properly, technology can support and increase success in the classroom for all students. Each teacher should be well equipped to understand the devices used in their classrooms.  Each student should be able to integrate the device in the classroom; however, it is not solely the student's responsibility to properly manage the device.  The teacher and surrounding students play an intricate role when using the device for success in the classroom.

Assistive technology has a variety of different types offered.  Each device is out into categories based on the amount of technology used with the device.  These two categories are known as high tech and low tech assistive technology (Beard, 2011).  Assistive technology  is any item or piece of equipment that is used to “increase, maintain or improve the functional capabilities of individuals with disabilities in all aspects of life, including at school, at work, at home and in the community” (Assistive).  Low tech devices do not require an extensive amount of training.  The equipment is usually cheaper and less complex when it comes to the use of the device.  Some examples of low tech devices are as follows:

• Magnifiers
• Large text
• Graphs

• Canes and walkers
• Task cards

Low tech devices are can be as simple as task cards, organizers, and light pens (Assistive). All of these device can help high functioning students with disabilities more successful in the classroom setting.  For students who need help organizational skills or are visual learners, low tech devices can be useful to help structure their thoughts. High Tech devices are generally more complex pieces of equipment or programs.  The devices are usually digitally based and therefore more expensive (Tools).  Most of the high tech devices do require an extensive amount of training and therefore can deter school systems and teachers to reject them in their classrooms.  Below are some examples of high tech devices that can assist students in the classroom.

• Wheelchairs/scooters
• Hearing aids
• Audiobooks
• Communication devices with voices

High tech devices can also include but are not limited to Smart boards, amplifiers, audio pens and audiobooks (Kelker, 1997). Kidspiration is an example of a high tech assistive technology program used to help assist students with visual recognition and awareness.  Whether a student needs high tech or low tech devices, each one must be evaluated and considered before it is brought into the classroom.

CONCLUSION

In conclusion, assistive technology is providing our students with opportunities they might not otherwise have.  In order to effectively provide the students with the proper assistive technology one must evaluate the types of device needed.  Once the proper assistive technology is decided upon, successful implementation comes through support of both the school community and the families alike.  Assistive technology can be an effective tool for many of our students.  Assistive technology can also hinder some of our students if it is not effectively evaluated and implemented correctly.  Therefore, time and device consideration must be contemplated before it is introduced to the students.

RESOURCES

1. Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technologies, 21(2), 47-64.
2. Assistive Technology Assessment - Find the Right Tools. (n.d.). Retrieved June 22, 2015, from http://www.techpotential.net/assessment  
3. Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd/3rd ed.). Toronto: Pearson Education.
4. Facilitated_Communication_Prisoners_of_Silence. (n.d.). Retrieved June 22, 2015, from https://vimeo.com/22621954  
5. Kelker, K. A., & Holt, R. (1997). Family guide to assistive technology. Billings, MT: Parents Let’s Unite for Kids.
6. Raskind, M. (2000). Assistive technology for children with learning difficulties (2nd ed.). San Mateo, CA: Schwab Foundation for Learning.  
7. Tools for Life. (n.d.). Retrieved June 21, 2015, from http://www.gatfl.org/assistive.php
8. U.S. Department of Education, National Center for Education Statistics. (2015). Digest of Education Statistics, 2013 (NCES 2015-011),Chapter 2.

AT Request to Springfield College

Dear Vicki Anderson,

My name is Cari McKee.  I am a prospective student who will be attending Springfield College in the Fall 2015.  I am writing to you because I have difficulty in the classroom setting due to a disability and would like to request assistive technology to ensure my success in your program.   I lost my sight when I was four years old and have been receiving assistance throughout my schooling.

Some of the programs that have assisted me previously are speech recognition programs.  I have used various programs throughout my education.  One program that worked well for me is ViaVoice and taped text.  I understand you currently have a speech recognition program called Dragon Naturally-Speaking.  I would like to request the use of the program to help with my academic performance.  Taped text would also help benefit my success at Springfield College because it will allow me to tape and replay the information for later use.  Currently, I have difficulty comprehending material due to my disability and value to ability to tape the class material to use for later.  Speech recognition software such as taped text and Dragon Naturally-Speaking would assist me with replaying information.

I am also aware you have an adaptive sports program at your school.  I understand your university values the development of the whole person with mind body and spirit development.  Based on your values, I strongly believe getting involved in the adaptive sports program can allow me to grow through the academics but also develop as a whole.  Some low tech assistive technology I have used in the past are bells to help me recognize the direction of the task.  For example, in a throwing activity, a simple bell can help direct me to where the ball needs to be thrown.  

I am thankful for your consideration with helping me receive the proper assistive technology necessary for my success at your institution.  I look forward to hearing from you and attending your program in the Fall.

Sincerely,

Cari McKee

Class of 2019

Survey with a Special Education Teacher

Interview with a Special Education Teacher

7724- Week 11

I decided to interview one of the special education teachers in my school.  Although a little bitter, I believe she has every right to be.  Unfortunately, in our school we are expected to implement technology as well as assistive technology without formal training. I was very surprised with the response shown below because the special education teacher should be the one receiving formal training.

1:  How often do you use Low-tech assistive technology such as pencil grips, highlighters, etc.

• Daily

• 3-4 times/week
• 1-2 times/week
• Less than once a week
• never

2:  How often do you use High-tech assistive technology such as audio-books, speech-to-text, screen-reader, etc…

• Daily
• 3-4 times/week
• 1-2 times/week
• Less than once a week
• never

3:  Is the Low-tech assistive technology that you have used effective, in your opinion?

yes

• sometimes
• no
• n/a

4:  Is the High-tech assistive technology that you have used effective, in your opinion?

• yes
• sometimes
• Definitely not
• n/a

5:  What are some factors that hinder the use of assistive technology, in your opinion?

I do not use assistive technology as much as I should because I have not received any training on it. Although we have some of these tools in my classroom I was not shown how to truly use them nor have I been given the time to “play” with them.  How am I expected to use something I am completely unfamiliar with? I use items that have been working for years and I am comfortable with.

6:  What are some factors that facilitate/encourage the use of assistive technology, in your opinion?

Support.  Support is a huge factor that can either help or hinder the implementation of assistive technology in teachers classrooms.  In my case, I do not use it as often because I am uncomfortable with it.  Other teachers I know use technology much more in their classroom because they have the background knowledge of it or they are given time during their department meetings to play with the product.  During our department meetings we discuss issues and are given time to work on our paperwork, not play with programs.

7:  What training, if any have you had on various High/Low tech devices and/or different ways to utilize those devices?

Image CC from www.clker.com

Unfortunately, that is the problem.  I have been shown how to use Google Classroom, and the Google products because that is the type of school we are.  I also use my smart board frequently.  In regards to high tech resources to help my students, I have not received any formal training.  I think my students suffer because of it.

Flanagan’s article states, “Teachers’ use and understanding of AT may increase when effective instruction is provided during pre service preparation or professional developments.”  Unfortunately the teacher I interviewed did not have effective instruction because she believed it was unattainable without proper training.  The article does state a barrier to using assistive technology due to lack of knowledge and types of devices. After reading the article, I believe the ideas of the person I interviewed are similar to those described.  Both the article and the special education teacher pointed out some downfalls of why people choose not/can not use assistive technology in the classrooms.  Both the article and special education teacher stated support was needed in order to effectively use assistive technology in classrooms.  They also stated how the support needs to come not only from the parents, students, and teachers but also from the administrative staff.

Resources:

1. Flanagan, S., Bouck, E., & Richardson, J. (n.d.). Middle School Special Education Teachers’ Perceptions and Use of Assistive Technology in Literacy Instruction. Assistive Technology, 24-30.  
2. Lindsey-Glenn, P. F., & Gentry, J. E. (2008). Improving vocabulary skills through assistive technology: Rick’s story. TEACHING Exceptional Children Plus, 5(2) Article 1. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol5/iss2/art1

Universal Design for Learning and Our Classroom

UDL and our Classroom

Week 10 Discussion- 7724

Select a lesson or topic that you are teaching or have taught in the past. Utilizing the concept of UDL (Universal Design for Learning) identify the materials that you currently use that may not be barrier free. What alternatives may be available to you (currently or with the addition of AT devices) that might mitigate the barriers presented by these material in order to improve the learning experience for all students?

UDL of Universal Design for Learning has three main principles to help assist both the teachers and the students. These three principles are having multiple methods of presentations, multiple options for participation and lastly multiple means of expression. Along with the readings for this week, this video also helped me understand what UDL is. Through the Universal Design for Learning, each student, no matter of their learning styles with experiences and techniques throughout the lessons. The UDL also serves as a learning tools so all learners are capable of understanding the material no matter what it entails.

After looking at my classroom setting and a lesson I have taught in the past I decided to focus on nutrition.  I choose this because it is a very large unit with many different areas students can personalize their learning. During the lesson, the students need to compile a week long list of meals they have eaten at home.  Once they compile the meals they the student must analyze the differences between what they have eaten in comparison to what they should be eating based on the state recommendations.  The purpose of the unit is to provide students with the opportunity to showcase their understanding of the RDA through various programs.  The students can showcase their learning through a visual display, essay form, or another creative program the students would like.  

Not only does the unit accommodate students of various learning styles, the unit provides many opportunities for students who require assistive technology.  For example, I had a student who was autistic and needed to have more of a hands on experience.  The student worked with myself and their adaptive classroom to compile a cut out of different pictures they ate.  From there, the student would pair up with another classmate and they would use the pictures to place in the program popplet.  The student was able to showcase their ideas and thoughts through the visual demonstration.  Other students used the Choose My Plate program and some students choose to use Prezi or an essay format.  Regardless of the program each student choose, they were able to learn the same information and use 21st century skills to assess the different foods.

Technology helps my students organize their thoughts and provide a platform for expressing their ideas.  Programs such as Popplet, Prezi, Choose my Plate, or Google Docs, the students are able to use UDL to learn the information as well as provide an explanation on whether or not they were meeting the RDA. Technology allows my students an application of the information we are discussing during class.  Without the use of technology, the application might not give some of my students an opportunity to fully understand the topic.

Grant Proposal For AT in Physical Education

Grant Funding Project

Week 9- 7724

Cari McKee

The Technologies for Healthy and Independent Living grant could positively influence the students of the Meriden Public School District.  The Meriden Public Schools are home to over 5,000 high school students.  Of those high school students, approximately five percent (approximately 250) high school students are physically handicapped.  Unfortunately, this means about 250 students in the Meriden Public School systems are physically unable to perform in the everyday exercises of the physical education classes.  According to the government state standards, children between the ages of 6 to 17 years should receive up to at least 60 minutes of physical activity per day.  The activity should be between moderate to vigorous activity for at least three days a week.  Not only should the students be physically active for 60 minutes a day for at least three days a week, the students should be in a fun and engaging environment.  Based on the president's council on fitness, “physical activity is 4.5 times lower for children and youth with disabilities compared to their peers without disabilities”. (Glenda, 2013)

Currently, Meriden Public Schools do not have accommodations for those students who are physically unable to perform in everyday physical education classes. The school systems currently do not have the funding to provide students who are confined to a wheelchair or other physical restrictions with adaptive equipment.  Our classrooms are set up for inclusion and therefore are unable to accommodate these five percent of students who desperately need exercise. The lack of exercise can greatly impact the students who desperately need to be active. Although there is a lack of accommodations for our physically disabled students, there is a solution to help the students be successful and achieve the optimal activity level to ensure their health is ongoing and supported. With the Technologies for Healthy Independent Living grant, technology can be provided to these students who are confined to their wheelchairs and make them active under the recommended daily allowance for physical activity for high school students.

The technology to focus on would be the wii.  This technology is a simple gaming system that can be used for children in wheelchairs as well as regular education students.  The program requires a TV or display device and the wii console.  There are various games and activities to accommodate each type of learner.  The wii program will present our physically handicapped students with an opportunity to interact, create, and play with other students in the class or individually. The wii console can be purchased for about $100 for one.  Each game can range from $10-$25 depending on the game.  There are various accessories that can be purchased from $25-$50.  Although one game system can be approximately less than $200, the impact on our student body can be irreplaceable.  I hope you can find this technology beneficial for the Meriden Public Schools and our physically handicapped students.

Resources

1. Be Active Your Way Blog. (n.d.). Retrieved June 2, 2015, from http://health.gov/paguidelines/blog/post/Adapted-Physical-Education.aspx  
2. Meriden Demographics
3. Glenda's Assistive Technology Information and more... (n.d.). Retrieved June 2, 2015, from http://atclassroom.blogspot.com/2013/03/adapted-physical-education-and.html  
4. How much physical activity is needed? (n.d.). Retrieved June 2, 2015, from http://www.choosemyplate.gov/physical-activity/amount.html  
5. Furlong, P. (2010). Education matters: Adaptive physical education. Parent Project Muscular Dystrophy.  
6. Ntoumanis, N., & Wallhead, T. (2014). Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education. Teaching Physical Education, 23, 8-14.  

Librarians: Their Role with Student and Autism

Autism and How Our School Librarian Gets Involved

Week Eight- 7724

There are many great resources available for students with autism in our school system today.  In our school, many teachers utilize the resources to help the students with autism successful in the classroom.  The technological devices help our students, communicate, read and write in our classroom setting.  I would like to focus specifically on our school librarian and the resources they provide both our teachers and our students with autism. 

Some services and devices our school provides students with autism are audio books.  Unfortunately, there are very limited budget for our school librarian and therefore, she is incapable of providing our students with excess technology devices to help enhance the classroom setting.  Although we do have a lack of resources and accommodations, grants are always available to receive funding for these specific devices.  Some other areas our school librarian helps our students is provides them with text to speech equipment. 

Our school librarian’s most important job when it comes to accommodations and modifications to our students with special needs is there collaboration with our classroom teachers.  Although our librarians are not involved in the IEP process, they still provide opportunities for classroom teachers to utilize the library for their specific needs.  Most of our teachers approach our school librarians when it comes to questions with assistive technologies.

When it comes to adaptive technology, our school librarians do not offer an extensive amount of devices to use.  Our school does use modified books to help the students read and write.  The librarians do provide an opportunity for the students with autism to come in and organize the books as well as opportunities to use audio books on the computers.  Videos are also available for the students to use to help assist them with the topics they are learning in their regular education classrooms.  

            I believe our school is lacking with it comes to assistive technology devices in the library. The article, Assistive Technology and Autism, discussing various devices the school could use to help students with autism.  Instructional software, portable handheld dictionaries, and reading pens are all great suggestions to help students with autism be successful in the classroom setting. In order to continue to help students with special needs, it is important all teachers are continuing to research and learn about available technological devices.

Resources:

1.     Ennis-Cole, Demetria, and Daniella Smith. "Assistive technology and autism: Expanding

the technology leadership role of the school librarian." School Libraries Worldwide 17.2 (2011): 86-98.

2.     Perrault, Anne Marie. "Reaching All Learners: Understanding and Leveraging Points of

Intersection for School Librarians and Special Education Teachers."School Library Media Research 14 (2011).

Week 7: Educating Students with Mild Disabilities

Week Seven Discussion

Assisting Students with Mild Disabilities

Cari McKee

How can we meet the needs of students with mild disabilities?  I think in order to answer that question we need to first focus on what is considered a mild disability. Beard divided mild disabilities into three different categories.  These categories are mild, intellectual and
emotional/behavioral disabilities.  Regardless of the classification of the student's disability, all of these categories can affect how successful a student is in the classroom if not addressed properly by both the teachers, students, individual and parents.  I do not believe a disability is solely for one person to manage but rather a community of people to help support that individual. Without the support I believe it is more difficult for the student to be successful.

Beard’s chapter five talked about a student who had a mild disability.  Unfortunately,
mild disabilities are the most common targeted disability in the classroom setting today.  When assisting students with mild disabilities such as Mike in chapter five, one must look at the student’s IEP suggestions as well as the student’s behavior.  In Mike’s case, he was having difficulty with reading and writing.  Mike reminds me of students in my current classrooms.  Most of the students try and “mask” their disability by acting out.  These are the types of students who are usually in a general education classroom and do not usually receive the assistance they need.

The teacher plays a big role in the success of the student through proper teaching practices and student engagement without peer judgements.  I also believe the proper assistive technology can help the students in general education with mild disabilities through various ways.  Not only does the assistive technology need to be accurate for the students current needs but also needs to be agreed upon by the IEP team.  The chapter talked about many different types of assistive technology to use in the classroom.  Some other programs I feel would benefit some of these students with mild disabilities are the following:

1. Co:Writer: A program that adds word prediction, grammar, and vocabulary to the students interactive devices. FlexSpell is offered in the program to help assist students helps students spell
2. EZ keys: A program that enhancing prediction. The program showcases common words beginning with the letter as the student begins to type.
3. Gus!Word Prediction: This program is intended to help improve typing speed of the students.
4. WordQ2Writing: The program provides students with spoken feedback and suggests words to help students with their writing skills.

In Alper’s article, hardships and barriers were discussed.  The article talked about how not all groups and school systems have equal access to assistive technology devices due to financial burdens.  It was also suggested that another hardship is the lack of equipment and lack of knowledge from the teachers and surrounding support staff.  He also suggested a lack of ongoing support.  All of these areas need to be addressed in order for the individual to adequately receive the proper assistive technology and the support necessary for success.  Ellis and Lenz discussed three main areas of learning are necessary for each student to become a successful learner. These areas include gaining of knowledge, expressing, and organization of the information.  They also stated the school system and IEP team need to recognize the pros and cons of each assistive technology device before suggesting the device to the student. Delivery redesign and a way to ensure accountability both on the student, teacher, and assistive technology device. By doing this constant “update”, the device can be critiqued on whether or not it is still useful to the student.  If the device seems not useful, another more useful device should be considered in its place.

Resources:  

1. Akpan, J. (n.d.). National Social Science Association. Retrieved May 17, 2015, from
   http://www.nssa.us/tech_journal/volume_3-1/vol3-1_article2.htm    
2. Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with
   disabilities: A review and synthesis of the literature. Journal of Special Education Technologies, 21(2), 47-64.
3. Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd/3rd ed.). Toronto: Pearson Education.
4. Edyburn,D. L. (2000). Assistive technology and students with mild disabilities. Focus on Exceptional Children, 32(9), 1-23.