AN
ASSISTIVE TECHNOLOGY MODULE WITHIN A TEACHER PREPARATION PROGRAM
Presenter(s)
Elissa
Poel
P. O. Box 30001/MSC 3 SPE
Day Phone: 505-646-5971
Fax: 505-646-7712
Email: epoel@nmsu.edu
Presenter
#2
Jackie Wood
New Mexico State University
P. O. Box 30001/MSC 3 SPE
Las Cruces, NM 88003
Day Phone: 505-646-5971
Fax: 505-646-7712
Email jwood@nmsu.edu
“Despite access enhancement and the advancements
in technology, surprisingly, today’s teachers are not entering the classroom
well prepared to use technology” (Milken as cited in
Smith, 2000). Many teacher candidates believe that Assistive Technology (AT) is
“complicated and difficult to use” (Dissinger, 2003),
expensive, and prescribed by certified specialists (Occupational Therapists,
Physical Therapists, Speech/Language Pathologists). Historically, AT has been
determined through evaluations conducted by these specialists; however, it is
most important that special educators understand AT, what is available, and how
these devices might impact their students.
As the issues of equity
and accessibility for children with disabilities in K-12 schools are outlined
in No Child Left Behind (NCLB) and Individuals with Disabilities Education
Improvement Act (IDEIA – 2004), providing appropriate AT is critical in order
for students to become competitive with their peers and in the work place. “The
appropriate application of AT can promote fuller participation within school,
home, and community environments and improve the overall quality of life of
individuals with disabilities (Bryant, Erin, Lock, Allan, & Resta, 1998).
As faculty in a teacher
preparation program in a southwest border university, we consistently look for
ways to better prepare our teacher candidates; especially in the area of AT. An
interactive power point presentation was developed as a module and presented to
teacher candidates during their student teaching semester. The purpose of the
presentation is to create awareness about AT, highlight the law and the history
of AT, and present a variety of AT devices. The module is organized according
to the seven categories identified by the National Assistive Technology
Research Institute (NATRI).They include: (a) Existence; (b) Communication; (c)
Body Support, Protection, and Positioning; (d) Travel and Mobility; (e)
Environmental Interaction; (f) Education and Transition; and (g) Sports,
Fitness, and Recreation.
An Assistive Technology Module
Certainly, setting aside
one class period that focuses on AT is not enough time to investigate AT
devices, explore a variety of evaluation tools, and highlight AT services. It
may, however, be enough time to help teacher candidates explore and interact
with a variety of devices. The knowledge gained will help to provide them with
the ability to discuss the topic with other professionals at their placement
sites. The module is designed to produce the following outcomes: (a) engage in
discussion and develop awareness of Assistive Technology--what it is and what
is available; (b) identify the seven NATRI categories and list devices
appropriate for each; (c) explore and examine a variety of AT devices that may
be appropriate for the children with whom they work.
At the beginning of
class, there is a discussion that focuses on prior experiences and knowledge of
AT along with characteristics of students who may require specific devices.
When asked to define AT, comments usually begin with expensive high-end
computers and sophisticated software. Then, during the module presentation, the
history of AT is presented and brought into the discussion. Students are asked
to apply Least Restrictive Environment (LRE) and other principles of the
Individuals with Disabilities Education Act (IDEIA--2004) as they pertain to
AT.
The discussion continues
with the seven categories of AT as developed by NATRI. Several devices are
presented in each category, and teacher candidates have the opportunity to
identify these devices and predict how they might be used and who may benefit
by their use. At the end of the presentation, additional devices are
demonstrated, and students are able to actively explore them.
Conclusion
As Assistive Technology
becomes a more specialized field, it is important that teacher preparation
programs include AT in their curriculum. As TEP programs are already packed
with methods courses and field experiences, adding one more course to the program
is highly unlikely. In addition, trained and qualified AT faculty, who are
available to teach AT courses, are scarce (Babbitt, 2003). Possibly, the
greatest benefit of this AT module is “to provide information, resources, and
hands-on experiences with the technologies for individuals who made decisions
about AT for students with disabilities” (Dissinger,
2003).
As individuals with
disabilities encounter many barriers on a daily basis, they often experience
difficulties coping with the demands that are placed upon them from the
environment. Assistive Technology is one way to help them eliminate these
barriers in the classroom, at home, and in the work place. New teachers in
special education and general education are required to address AT in IEP meetings.
In order to make informed decisions and advocate for their students, they need
to understand that AT is more than expensive computers and sophisticated
software. Through the AT module, our teacher candidates are better able to
enter the teaching profession informed and knowledgeable about AT.
References
Babbitt, B. (2003).
Features of effective graduate degree training in assistive
technology at a distance. Retrieved September 6, 2005
from http://www.csun.edu/cod/conf/2003/proceedings/csun03.htm.
Proceedings of the Center On Disabilities: Technology
And Persons With Disabilities Conference 2003
Bryant, D.,
Dissinger, F. (2003).
Core curriculum in assistive technology: In-Service for special educators and
therapists. Journal of Special Education Technology, 18(2), 35 – 45.
Milken Family Foundation (1998).
Milken report [http://www.mff.org/]. In S. Smith (Ed.),
Teacher education. Journal of Special Education Technology, 15, 59-62.
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