Assistive Technology: A Tool for Inclusion

Assistive Technology: A Tool for Inclusion

Mary Spillane (Bellevue Public Schools, USA)
DOI: 10.4018/978-1-60960-878-1.ch010
OnDemand PDF Download:
$30.00
List Price: $37.50

Abstract

Current federal legislation requires not only that students with disabilities be educated in the least restrictive setting but also that all students have equal access to a standards based curriculum. Providing this access can be a significant challenge for students who are unable to independently participate in traditional classroom activities. For these students, assistive technology supports may be the key to a successful general education placement. This chapter will discuss the process of designing and implementing assistive technology supports for a 2nd grade student with multiple physical, medical, and communication challenges.
Chapter Preview
Top

Background

In a typical general education classroom, instruction and assessment activities are interwoven throughout the school day. During instructional activities students may be asked to listen to a lecture, take notes, read a text, or search the internet for information. Formative and summative assessment activities may involve group projects, written responses, drawings, or participation in class discussions (Garrison & Ehringhaus, 1995). While some level of differentiation is usually present, it is rarely sufficient to meet the needs of students with complex motor and communication disabilities (Salend, 2009). For students who are unable to speak or hold a pencil, assistive technology is often the key to a successful general education placement.

Federal law defines assistive technology as “any item, 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.” (IDEIA, 2004). Assistive technology serves two primary functions in the inclusive classroom. First, it can provide an alternative means of accessing general education curriculum materials. A student who is unable to read may be quite able to understand grade level concepts in social studies or science. Unfortunately, if those concepts are presented only through traditional text materials, the student may be denied an opportunity to learn material which he or she could have mastered. Since a well-designed curriculum builds upon previously learned concepts, students with complex needs can easily lose access to the building blocks necessary for future academic development.

Complete Chapter List

Search this Book:
Reset