Assistive Technology for Inside and Outside of the Classroom

          In today’s age, technology has become so common both inside and outside of the classroom. Generally to educators and students, technology may include a computer, projector, smart phone, the Internet, educational online games, web conferencing tools, and software programs, such as Microsoft Word, PowerPoint and Excel, among many other things. Although these technology tools are common, as an educator of a mainstream classroom, some technology tools are less known that would benefit our students with disabilities. Assistive technology (AT) includes equipment, such as devices, or services that help compensate for an individual’s disability (Smith & Tyler, 2010). Through the use of AT, students are able to gain independence inside and outside of the classroom.

Susanna Sweeney-Martini

          A goal for any student, with or without disabilities, is to learn the skills and know how to access tools and resources in order to live independently. Since students with disabilities face more challenges in their everyday lives, AT can assist students in gaining independence inside the classroom. In terms of a class lesson, AT could be used as an accommodation for students who face hearing, communication, and writing challenges. For example, a student with a hearing problem can gain independence in their learning by having an FM transmission placed on their desk instead of relying on a nearby classmate to inform him or her what the teacher is saying. In the video Assistive Technology: Enabling Dreams (2010), a student uses his identified switch site (his eyebrows) in order to communicate to a computer what he wants the computer to communicate to those around him. Another example of the use of AT in this video is when Susanna Sweeney-Martini shares that she uses a computer and voice recognition software program in order to write her college essays. Susanna shares, “Assistive technology is the major foundation of my life. Without it I could not exist as I am today” (Edutopia, 2010). The use of AT to assist students in the areas of hearing, communicating and writing is a very small set of examples of the opportunities AT offers for students with disabilities in the classroom. It is apparent though that for these particular barriers discussed, AT has allowed Susanna Sweeney-Martini as well as many other students to be as independent as they possibly can be in the classroom.

Lukas Bratcher

          Another goal for any student, but specifically students with disabilities, is to assist them in finding their purpose in life when they graduate from high school or from an institute of higher education. This may include equipping and preparing students with the correct AT to allow for independence in their daily lives or workplace or using an AT to help them find their passion. Although it may not seem technological, adjustments in the workplace for a person who uses a wheelchair, such as Susanna, may include the ability to adjust her desk in her work area to allow her wheelchair to flow in and out. This would be a small service in her workplace that would allow her to work independently and comfortably. Lukas Bratcher, another student featured in Assistive Technology: Enabling Dreams (2010), is a prime example of how an AT, an adjustment to his musical instrument, has allowed him to develop and feed his passion for music. This AT has opened a door for Lukas not just to independently explore his passion, but also the opportunity to make a future career out of his passion, such as offering music lessons. AT is not restricted for just the classroom. It is also necessary outside of the classroom for students to gain independence, whether it is finding a job or finding their passion.

          More than ever are we pushing our students with disabilities to live as much of an independent life as they possibly can. AT allows them to do so both inside and outside of the classroom. A girl with Cerebral Palsy using an AT to assist her in standing by herself one minute longer than she did before is one step towards her independence just as Susanna uses a recording software program on her computer to assist her in writing her latest college essay. Just as the degree of independence an AT offers a student varies as each student’s needs and degree of disability varies, it is clear to see that AT allows all students the opportunity to be one step closer towards independence.

 GSAT provides assistive technology–related services to the Guam community to help children and adults with disabilities live productive, independent, and quality lives.

References

Smith, D. D., & Tyler, N. C. (2010). Introduction to special education: Making a difference. Upper  

          Saddle River, NJ: Pearson Education, Inc.

Edutopia. (2010, July 28). Assistive technology: Enabling dreams [Video file]. Retrieved from
          http://www.edutopia.org/assistive-technology-enabling-dreams-video