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With the new assistive technology requirements of IDEA,
student's ability to access technology in the school setting is
becoming more and more commonplace. As the technology improves
and students gain access, their opportunities for learning and
participation greatly improve. With the extension of technology
enhanced learning opportunities for an increasing number of
students in the educational realm, the lack of technology
crossover to the home environment is becoming increasingly
apparent. As students only have a portion of their day at
school, it is vital that this access to technology cross over
to the home setting.
The benefits of establishing solid partnerships in program
planning with parents has been extensively documented in the
literature of special education (Male, 1994). Through this
partnership the skills learned by educators for implementing
assistive technology in the school setting can be transferred
to the parent/care provider to promote increased participation
in the home. Parents look to educators for guidance when they
are attempting to deal with the challenges presented by a child
with disabilities (Dunlap, Robbins & Darrow, 1994).
This presentation will focus on a parent guide that will
assist parents in the initial selection of simple technology
for their home. As noted above, parents look to educators for
guidance in making decisions for their child. The tool being
presented is one for which educators should become familiar.
Parents indicated a lack of communication or collaboration
between home and school regarding technology use as the biggest
deterrent to using technology at home (Schwartz, 1993). The
guide being presented cannot only be used independently by
parents but it also can be a process facilitator for educators
to assist parents in making decisions.
The simple technology outlined in the guide includes voice
output communication aids, battery operated devices, basic
environmental control systems and a variety of switches. It
will work from the premise that participation in most
activities is possible for any child. Through partial
participation and adaptation, activities can become accessible
for children with the most significant disabilities.
Participation can increase responsibility, foster development
of age-appropriate attitudes, and increase self-esteem (Orelove
& Sobsey, 1996). The guide was developed in hopes that with
support parents could provide their child with as many
opportunities for participation at home as there are
opportunities at school.
The guide was developed with the underlying assumption that
there are no prerequisites for participation and communication.
Everyone can communicate and meaningfully interact with the
environment and there are no prerequisites to begin training in
the use of assistive technology (Kangas & Lloyd, 1988). The
document is provided because there are opportunities for all
members of families to work and play together. Every child,
regardless of their skill level, can actively engage in family
routines and activities.
The guide is set up to be family and child centered. Families
are taken through a step-by-step process in determining simple
technology that would be appropriate for their child at home.
The guide is activity based. The first step outlined in the
guide involves the parent or care provider selecting activities
where increased participation is desired. The following steps
lead to discovery of how assistive technology can assist in
making the activity more accessible. The final step is
determining which particular devices are necessary in order for
their child to participate.
The guide is meant to be an idea starter. It is the belief
that once parents and care providers have the opportunity to
have hands-on experience with simple technology, the parent
will become a champion in finding other ways in which to
incorporate assistive technology in their home. With increased
experience and success, parents will gain confidence in
attempting new and unique uses of simple technology, which
promote their child's participation and learning.
Dunlap, G. , Robbins, F.R., & Darrow, M.A. (1994). Parents
reports of their children's challenging behaviors: Results of a
statewide survey. Mental Retardation, 32, 206-212.
Kangas, K. & Lloyd, L. (1988). Early Cognitive Skills as
Prerequisites to Augmentative and Alternative Communication
Use: "What are we Waiting For?" Augmentative and Alternative
Communication, 211-221.
Male, M. (1994). Technology for Inclusion: Meeting the Needs
of All Students (160-161). Allyn and Bacon Publishing
Company.
Orelove & Sobsey (1996). Educating Children with Multiple
Disabilities (151). Paul H. Brooks Publishing Company.
Schwartz, Adele, (1993). Technology Use at Home. Exceptional
Parent, 23(9), 36-38.
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