2001 Conference Proceedings
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Web-Based Learning: Assistive Technology Training Online
Project
Susan Mistrett
University at Buffalo
515 Kimball Tower
Buffalo, NY 14214
(716) 829-3141, ext. 155
As students of all abilities are learning together in
increasing numbers in public schools, the use of technology as an
instructional, learning and supplementary aid is changing the way
teachers teach and children learn. Although computer technology
is increasingly available, students with disabilities, especially
those in inclusive education programs, often cannot access it or
lack appropriate training to benefit fully from technological
innovations to educational programs. Assistive Technology (AT)
can help. Both low and high-tech devices are available that can
provide access to the general curriculum for students with
disabilities. In fact, when computer technology is accessed with
assistive devices, this frequently provides the only means for
students with disabilities to independently achieve educational
goals. However, this independence is strongly related to the
knowledge and information levels of the parents, therapists and
educators on the student's IEP team. Unless these individuals are
trained, the effective use of assistive technology (AT) and its
potential will remain unused.
A federally funded grant, the Assistive Technology Training
Online (ATTO)Project (DOE/OSERS, Grant # H324M980014), looks to
address AT training needs by constructing a series of web-based
workshops to address the diverse, multi-level needs for AT
training while exploring the potential of web-based instruction
on the Internet. The workshops focus on the use of AT, primarily
adaptive computer technology, to facilitate the educational
process and provide inclusion strategies for students with
disabilities in inclusive elementary (K-5) classrooms. Workshop
materials developed and used by staff at the University at
Buffalo's Center for Assistive Technology provide the foundation
of the training. The workshops deliver proven training modules,
reach a wider number of individuals and provide information in
accessible ways that can be tailored to the individuals' learning
needs.
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Training Needs and Limitations
Recent literature advocates teacher preparation and on-going
technical assistance (Lipsky & Gartner, 1996; Wolpert, 1996)
to support the inclusion of students with disabilities in general
education classrooms. Although the use of AT in classrooms is
increasing (Male 1997), the lack of awareness and the lack of
training continue to act as major barriers to professionals using
AT (Izen & Brown, 1991; MacGregor & Pachuski, 1996;
Thorkildsen, 1994). Recent studies conclude (CEC Today, 1997)
there is a lack of training and technical assistance both in the
operation and integration of the technology into the curriculum,
a lack of computer access due to compatibility of old and new
technologies, and a lack of access to appropriate and specialized
software for severely disabled students. With more children with
disabilities entering inclusive educational settings, general
education personnel look to special education and related
services personnel for alternate means of access and learning.
Information must be made available to professionals and family
members on the use of AT applications for students. In a survey
of special education teachers on classroom AT use, Derer,
Polsgrove and Rieth (1996) found that although 80% of the
respondents had received some sort of training, 51% of the group
reported that few of their training needs were being met. This
represents a substantial proportion of professionals who lack
adequate skills to use AT in the classroom.
How training is presented impacts its effectiveness. A single
format cannot provide the information and skills necessary to use
AT; multiple leveled training has been found to be more effective
in providing a broader range of material and skill acquisition
(Dere et. al, 1996; Hammel & Smith, 1993). AT training issues
mirror those of general technology training. To implement AT, one
must first be comfortable with standard computer input and output
methods, before recognizing the need for adaptations. AT
represents a highly specialized form of adaptation; requiring the
acquisition of specialized skills to enable a student to realize
the benefits of AT in the context of the classroom (McGregor
& Pachuski, 1996).
The most pervasive form of training and education in our country
has been the site-based, instructor led model. It remains an
effective method for teaching, learning and interacting for
discussions, collaborating and fielding questions. However, it
also requires that trainee and instructors be in the same
physical location, with the instructor determining the focus of
the education, how it will be presented (sequence and time) and
the type of expected trainee response. This design restricts the
flexibility of what and how information is offered, is expensive
as it includes a limited number of individuals in a single
location and is confined in its ability to customize the
instruction.
Web-Based Training: A Solution
- Does participating in training activities at the time, pace,
and content level that you select appeal to you?
- Would you like to be able to choose the subject matter and
how involved you become in it during every part of the
training?
- Do you want training that will work for you whether you are
someone who learns best by watching or by jumping in and
doing?
- These are just a few of incredible capabilities of web-based
training on the Internet. Others include the ability to provide
pictures, graphs, sound bites, and even movies to explain a point
more clearly, and opportunities to participate in guided
activities that let you actually try out a new way of doing
something, with experts there if you need them, giving you
immediate feedback. You can revisit the same information as often
as you like as you integrate the new information into your daily
life, perhaps engaging in the higher levels of information that
are provided through the same training site.
Challenges arise as we attempt to develop this new training
medium. How much or how little information is best to present?
How can we simulate the best features of face-to-face training
and offer multiple levels of information in ways that make the
most sense to a group of diverse learners? How do we insure that
the training is relevant? Can this be evaluated?
We are struggling with many of these questions as we continue to
assess how to effectively take tried-and-true training
information to this new learning. To address the widespread
training needs for AT information, traditional training methods
must be re-designed to meet the needs of a large number of
individual learners, having different levels of experience and
competence. In the ATTO training, the user can select the level
of information they want and review it as frequently as needed,
at the time, place and pace that they choose. Training modules
will be offered at several levels:
Awareness: Nineteen modules provide overview information on
various aspects of AT use with elementary students with
disabilities. They are designed to provide foundational
information to be used by individuals or within related training
curricula, college courses or school district workshops.
Technical Skills: Step-by-step tutorials are provided on how to
use specific hardware devices and software programs with students
with disabilities. Users must know how a device or program works-
its features and options - before it can be applied to a student.
Facilitated Guidance exercises offer opportunities to practice
and master new skills.
Applied Knowledge: Application of the technical information to
actual student case studies is supported through this
web-training. Advanced users employ a problem solving approach to
customize AT devices and software for specific Case Studies. ATTO
staff are available through email for review of solutions and
feedback.
Resources: Hundreds of resources are available through this site
to assist students, families and school district personnel find
solutions to using AT to improve participation and independence
of students with disabilities.
By combining proven training materials with interactive and
inter-connective properties of the Internet, we look to enhance
traditional AT training workshops by improving training access
and application. Parents, students and IEP teams must work
together to implement tools that will give all children access to
the general curriculum.
References
CEC Today. (1997). Technology is underused in special education.
CEC Today, 4(1), 1, 5, 15.
Derer, K., Polsgrove, L., & Rieth, H. (1996). A survey of
assistive technology applications in schools and recommendations
for practice. Journal of Special Education Technology, 13(2),
62-80.
Hammel, J.M. & Smith, R.O. (1993). The development of
technology competencies and training guidelines for occupational
therapists. The American Journal of Occupational Therapy, 47(11),
970-979.
Izen, C.L., & Brown, F. (1991). Education and treatment needs
of students with profound, multiply handicapping, and medically
fragile conditions: A survey of teacher's perceptions. Journal of
the Association for Persons with Severe Handicaps, 16, 94-103.
Lipsky, D., & Gartner, A. (1996). Inclusion, school
restructuring and the remaking of American society. Harvard
Educational Review, 66(4), 762-796.
Male, M. (1997). Technology for inclusion. Boston: Allyn and
Bacon.
McGregor, G., & Pachuski, P. (1996). Assistive technology in
schools: Are teachers ready, able and supported. Journal of
Special Education Technology, 13(1), 4-15.
Thorkildsen, R. (1994). Research synthesis on quality and
availability of assistive technology devices. Technical Report
No. 7. ED386855. 104p.
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