Implementing Assistive Technology Through User Groups
The article Implementing Assistive Technology Through User Groups, explains how assistive technology devices allow people with physical, sensory and/or cognitive disabilities to improve their functional capabilities on a given task. By reading this article, I was able to learn that assistive technology accommodations and modifications are not only limited to assessments and instruction, but can also extend to the curriculum and the environment. Federal laws such as the Individuals With Disabilities Education Act and Section 504 mandate schools to provide assistive technology to students with disabilities. Unfortunately, teacher education programs are not providing teachers with the knowledge and operational competency to effectively implement assistive technology in their educational settings. Therefore, many school systems have trouble finding knowledgeable AT practitioners within their districts. This in return, forces them to rely on outside experts to provide recommendations, equipment maintenance, consultations, and trainings. Furthermore, these experts are responsible for all assistive technology decisions. This is of great concern because educators must increase their knowledge regarding assistive technology, its implementation and the decision-making process behind it in order to ensure the effectiveness of each student’s IEP.
The article was at times redundant, yet I believe that the authors’ purpose was to emphasize two key points: the pros of assistive technology and the need for competent AT practitioners in every school building. As we are aware, the infusion of technology in education has allowed us to witness the great progress, variety and benefits of assistive technology. As a result, school districts need to develop a broad base of AT practitioners through the creation of an AT user group. An AT user group is a team of professionals in charge of sharing with other members of the learning community their skills and recent findings on AT devices. This is a great example of collaboration, since educators share with one another how certain tools might help students achieve their fullest potential as different learning styles are addressed. Moreover, it allows students to be more integrated in classroom activities, while working around their challenges.
After reading this article, I have learned that disabilities manifest themselves in various ways from cognitive problems to physical impairments. However, technology presents different solutions to bridge those gaps. Assistive technology has enhanced learning for students with disabilities in a tremendous way. Therefore, my job as an educator is to receive further training on assistive technology and to collaborate with the members of the Child Study Team.
BIBLIOGRAPHY
Parette, H. P., Peterson-Karian, G. R., Wojcik, B. W., Watts, E. H., & Stoner, J. B. (2007). Implementing Assistive Technology Through Users Groups.Teaching Exceptional Children , 40 (2), 28-34.
