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Cindy L. George
George Mason University
Assistive Technologist
Phone: 703-993-3670
Email: clgeorge@aol.com
Amie Fulcher
George Mason University
Assistive Technology Consultant
Phone: 703-993-3670
Email: afulcher@gmu.edu
Mark Nichols
George Mason University
Graduate Studies in Assistive Technology
Phone: 703-993-3589
Email: sonofasailor78@hotmail.com
With the reauthorization of IDEA 97 (The Individuals with
Disabilities Education Act Amendments of 1997), the IEP
(Individualized Educational Plan) team must consider whether the
child requires assistive technology devices and services to
receive a free and appropriate public education. This growing
awareness and the increasing demands being placed on school
systems to provide assistive technology has forced school systems
to address assistive technology. School systems are finding it
more and more difficult to manage the growing need for providing
AT (assistive technology) services and devices to students in
their classrooms.
As a result of this awareness, school systems are now being faced
with three major issues:
AT distribution. At present, there is an uneven distribution of
assistive technology from student-to-student,
classroom-to-classroom, school-to-school, and
district-to-district. One classroom may have an over abundance of
AT equipment and qualified personnel while another classroom may
have very little or nothing at all.
AT funding. Another issue being faced by school systems is the
inefficient use of funds to purchase equipment and to meet the
needs of each student. The purchase of AT equipment is often
replicated unnecessarily within a single classroom or school
because basic technologies that should be available within these
environments are not in place. Thus, when AT is deemed necessary,
monies allocated to particular students are often being used for
the purchase of these basics in addition to the individualized
equipment and service. In addition, there is all too often
equipment purchased without adequate supports that can lead to
equipment abandonment. Therefore, perfectly good equipment is
left sitting on shelves not being used.
Teacher/service provider training. Without prior knowledge of AT
availability in specific classrooms, it is very difficult for
school systems to identify training needs for teachers and other
service providers. Education and awareness are two key factors
when trying to effectively and efficiently use the technology in
classrooms. Purchasing equipment and integrating the technology
into the classroom are two different, yet equally important
issues. Teachers and service providers must receive AT training
in order to provide the services the students need. What specific
training needs they have often are given 'after-the-fact' and
with little fundamental skills.
The extent to which these issues are affecting student services
is significant. The need to identify standards for AT equipment
and make them available to students in each classroom/service
area is crucial. Knowing that every teacher and/or service
provider has available to them a standard 'AT Toolkit' customized
to meet the general needs of a particular student population;
from which individual needs can be expanded is the ultimate
goal.
To begin identifying these AT standards, a preliminary study was
conducted to identify the general use of AT within specific
categories and disability areas. Resources used included high
profile Assistive Technology web sites, national AT experts, and
current AT literature. Table A summarizes the finding of this
preliminary study.
Table A Device Types Hearing Learning Mental Physical Speech
Vision Communication x x x x x x Alternative Keyboard x x x x
Alternative Mouse x x x Switches x x x x Toys x x x Educational
Software x x x x x x Special Software x x x x x x Adapters Low x
x x x Med x x x x x High x x x x x x A larger, more in-depth
study was also conducted to identify assistive technology
frequently used in school systems across the country. A random
selection of four school systems was identified for each state.
These school systems were surveyed to find what AT they have been
using with their students the past 2-years. Surveys were to be
completed by professionals within various disability
classroom/service categories. Information in the surveys were
gathered and analyzed to determine what basic assistive
technologies are being used to support the educational needs of
students in school. AT was then organized into ToolKits that
corresponded with disability classroom/service categories. With
the organization of these ToolKits, a standard can now be
implemented nationally to meet the basic-level assistive
technology needs for all students. This presentation will explain
the procedure and share the results of the preliminary research
as well as the results of the national survey. A display of the
sample AT toolkits will be available and a sample of the needs of
existing AT equipment will be shared. Participants will receive
1) the initial disabilities information chart, 2) a list of AT
equipment in the sample ToolKits, and 3) a list of disability
services/classrooms.
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