Abstract
With the growth of the special education population and the advancement of technology and accessible instruments and devices, teachers require an understanding of both mandated and available tools to integrate them into the educational environment appropriately. This chapter examines three specific aspects of the accessibility process. First, it explores the need to provide assistive technology to students in all educational environments and the compounding issues that affect that access. Second, it discusses the principles and prevalence of AT in schools. Third, it describes instructional approaches and stakeholder responsibilities when incorporating AT into educational settings. With a grasp on AT and its components, as well as issues of access and equity, teachers can better serve all of their students.
TopThe Need
The need to grant access to Special Education students extends far beyond simply choosing a technology and having the individual utilize it. It is necessary for early-career teachers to understand the foundational issues with access. This section addresses the compounding factors and obligations that educators have in three arenas in order to grant students access to the curriculum in their least restrictive environments. First, it describes the deep-rooted systemic factors that create inequities for these students, such as disproportionality, in order to position AT as a right. Second, it discusses the prevalence of Special Education students and the importance of placing them in the least restrictive environment, thereby allowing them to access environments such as general education. Third, it positions the ethical, legal, and societal obligations educators have in order to provide a framework for appropriately serving students. Collectively, these sections establish a critical understanding of the need to provide students appropriate access.
Key Terms in this Chapter
Augmentative and Alternative Communication (AAC): Systems or devices that add to or provide communication abilities for an individual with complex communication needs.
Low-tech: Non-electronic or battery-powered systems or tools that aid an individual.
Communication Board: A tangible system of communication, including picture symbols and choices for individuals to utilize.
Unaided Augmentative and Alternative Communication: Systems that rely on the individual’s abilities without an outside aid.
Ableism: Societal and social structures built around assumed universal abilities which create issues of access.
High-tech: Battery-powered or computerized systems or tools that aid an individual and require targeted integration in the classroom.
Assistive Technology: Tools or devices that aid in the participation and inclusion of individuals who require assistance in a particular area, i.e., reading, writing, mobility, communication, etc.
Mid-Tech: Tools or systems that may be electronic or battery-powered and require some integration into the classroom.
Aided Augmentative and Alternative Communication: Systems that require outside tools or devices.