Inclusive Classroom
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ASSISTIVE TECHNOLOGY: Supporting Learners in Inclusive Classrooms
Andrew zooms into his seventh grade classroom using his power wheelchair.
He rolls
up to his universally designed computer desk, turns on the computer using his head...
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ASSISTIVE TECHNOLOGY: Supporting Learners in Inclusive Classrooms
Andrew zooms into his seventh grade classroom using his power wheelchair.
He rolls
up to his universally designed computer desk, turns on the computer using his head
enabler, and clicks the electronic mouse for e-mail.
Even though his
English/Language Arts class doesn t start for a few more minutes, he needs to check
his e-mail to see what the journalism sponsor of the school newspaper thought about
his latest article on the proposed school dress code.
As he begins responding to the e-mail using word prediction software, he thinks
back to what life had been like when he entered school as a kid with cerebral
palsy.
Although he cannot recall everything about the beginning of school, he
remembers the long hours of therapy and lying on the mat with adults looming over
him.
Since then, year-by-year and little-by-little, he learned that he could do what all
the other kids did, just in a different way.
He remembers his first "talker" that
enabled him to speak so everyone could understand him.
The power wheelchair and
computer came later, and now each year Andrew looks forward to seeing what new
technologies can help him do more independently.
Andrew is proud of the label "computer geek" and has a number of friends who are
also proud of earning this moniker.
He cannot wait to get home and chat with others
worldwide.
Now, however, it is time for English class.
He types the first letters
of the heading for his class notes and Ms.
Johnson, his English teacher, begins
talking about the story they will be reading next.
Andrew clicks on the icon for
the electronic book on the desktop so that he can follow along.
E-mail and chats
will have to wait until he gets home from school.
Over the past ten years, the numbers of students like Andrew who are being educated
in inclusive or universal design for learning (UDL) classrooms have been increasing
steadily.
These students are expected to complete grade-level assignments, but not
all of them are provided the supports they need to do so.
Many teachers in
inclusive classrooms are not even aware of or fully informed about the technologies
available to help these students become successful in their classes (Hasselbring
and Bausch 2005/2006).
Fortunately, there are schools, teachers, and assistive
technology (AT) specialists that can provide assistance so students like Andrew can
succeed in general education and co-taught classrooms.
Purpose of Assistive Technology
Though assistive technology can help students with disabilities participate in and
complete tasks they would not otherwise be able to complete, everyone involved in
the AT process needs to have the benefit of training.
Students like Andrew require
a team of educators who are well-versed in numerous types of technology so that
they can assist in multiple areas.
With the right types of assistive technologies,
students can become more independent in achieving academic success at their
enrolled grade level (Bausch et al.
2007; Hasselbring and Bausch 2005/2006).
AT can be used at all levels to promote academic success among students with
disabilities.
The use of such technologies by students of all ages can help promote
not only academic success, but also "independence, self-worth, and productivity"
(Bryant and Bryant 1 998, 42).
On a dairy basis, educators must adapt instruction
to meet the needs of students with disabilities.
The adaptations must align with
what is being presented and meet the individual needs of these students (Bryant and
Bryant 1 998).
Teachers must be able to find and use appropriate adaptations.
These
AT solutions can range from extremely low-cost, low-tech methods such as a pencil
grip, to high-cost, high-tech devices such as power wheelchairs operated by tonguetouch (Netherton and Deal 2006).
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