Inquiry+Project

Inquiry Question: How does assistive technology impact the academic achievement and school experience of students with learning and other types of disabilities?

The reason that I am choosing this topic is because I feel that without technology a great deal of students would not be able to attend a regular classroom setting. There are so many students who rely on assisstive technology to succeed in school. Assisstive technology can provide students with the ability to interact with their peers, the ability to communicate effectively with their teachers, and the chance to experience the world. I have personally never had the opportunity to see assistive technology in practice, but from what I have read, heard, and watched on videos in my educational classes, it has a huge impact on cutting down the barrier between children with and without learning disabilities. These self-help devices allow students with disabilities the chance to become more independent.

After researching the effects of assistive technology, I found that the best practices are to give teachers proper training on assistive technology, try and use mainstream technologies whenever possible, and to fully utilize assistive technology devices with students with disabilities.
 * Best Practices:**

According to Newton and Dell, assistive technologies can push teachers away from using them because they have not had the proper training on how to use them. The only type of assistive technology that should be used is the ones that teachers can operate and understand how to use because if not they could possibly use the device in a negative way or waste time trying to learn how to use it. Teachers are going to be less willing to use an AT device if they do not know how to properly use it in their classroom. Teachers also need to understand the level of their students' disabilities so that they can help and support them in the best way possible (Edyburn). Smith and Jones also touch on this need for trained teachers by stating that when teachers do not have the necessary experience with AT devices they tend to not use them, which means that students are not getting the help necessary for them to effectively learn and fill as if they fit in.

As indicated by Newton and Dell, mobile technologies can be a great source of assistive technology in the classroom because it helps children with disabilities feel like their peers. When students are able to use an AT mobile device, such as an Ipad, they don't feel as separated or disconnected from their peers. These mobile AT devices are also a positive aid in the classroom because teachers are already familiar on how to use them (Newton, Dell). Mobile technologies include Ipads, labtops, and mobile devices. Newton and Dell also point out that these AT devices have apps and software that center around the individual student's needs.

Another practice is to make sure that the response efficiency is going to be high for students with a disability. According to Johnston, Evans, and Ashton, some students will actually reject or choose not to use a type of assistive technology based on what they get out of using it. Rate of reinforcement, quality of reinforcement, response effort, and immediacy of reinforcement are all variables that effect the student's choice on whether or not they want to use the AT device. Some students may not be able to make this type of choice depending on the severity of their disability, but teachers should still be making sure that they are utilizing devices that are efficient and have positive outcomes for the student. These devices need to be efficient for the teacher also (Johnston, Evans, & Ashton).


 * Annotated Bibliography:**

1) Newton, D.A., & Dell, A.G. (2011). Assistive technology. //Journal of Special Education Technology//, 26(3), 47-49.

This article is about the controversy that has come up over whether or not assistive technology in the form of Ipads and other forms of mobile technology are a good or bad aid in the classroom. The authors discuss both sides of this argument in the article. First of all, they explain how mobile devices can be a great source of assistive technology in the classroom because children with disabilities feel like their peers when they can use an aid such as an Ipad. The authors also said that these types of assistive technology are positive because teachers are familiar with them and do not hesitate to use them in their classrooms, whereas other forms of assistive technology intimidate them and they have to find the time to learn how to use them. On the other side of the argument, the authors pointed out that this type of assistive technology can have a negative effect if not use in the right way. They explained how these mobile devices are sometimes purchased without thinking about the students who will be using them or the tasks they will be used for. Teachers need to make sure they are prepared on how to incorprate these assistive technologies in the classroom before receiving them. The authors also pointed out that the apps and software put on the mobile devices need to center around the student's needs.

The information in this article provides me with an insight on the benefits and concerns that go along with using mobile devices in the classroom with students who have disabilities. This article relates to my inquiry question by giving me information on one type of assistive technology that is used in the classroom. I was able to see how mobile devices can help students with disabilities feel like they fit in with their classmates, instead of feeling like something is wrong with them.

2) Johnston, S., Evans, J., & Ashton, T. (2005). Assistive Technology. //Journal of Special Education Technology//, 20(1), 55-57.

This article is mainly about how students with disabilities will sometimes abandon assistive technology depending on the response efficiency. Basically what this means is that a student with a disability will either choose to use or reject a type of assistive technology based on what they get out of using it. If it is not worth their time or effort to use it then they will choose to not use it. The authors explained that there are four variables that effect an individuals choice: rate of reinforcement, quality of reinforcement, response effort, and immediacy of reinforcement. These four components interwine with each other, and teachers need to look at all four when deciding on a type of assistive technology for their students. The authors believe that assistive technology needs to be efficent to both the user and the individuals who will be interacting with the user.

This article is useful to me because it gives me a different perspective that I never would have considered on assistive technology. It relates to my inquiry question because it mentions some of the different types of assistive technology that are used in the classroom, and it explains why some students with disabilities will reject and abondon these self-help devices. It adds a different point of view to my question, and brings up the issue of what you do when your students dont want to use assistive technology.

3) Edyburn, D.L. (2006). Assistive technology and mild disabilities. //Special Education Technology Practice//, 8(4), 18-28. []

This article starts off by describing what mental disabilities are, the types of mental disabilities, and the characteristics that children will have if they have a mental disability. The author of this article also touches on the fact that teachers need to understand the impact of the disability on the student's academic performance. By understanding where they need extra support and help, teachers can better meet the needs of their students who have a disability. The author also brings up the question that most teachers ask themselves: When is the right time to intervene? The author claims that when a student is showing poor academic performance, this usually means that they need assistive technology. The author also discusses the issue of remediation vs. compensation. The author argues that these two things need to be interwined instead of seperated because students benefit more from using both instead of either/or. The last idea that the author brings up is the use of technology and other assistive devices to help students increase their academic performance and complete tasks that they otherwise would not be able to.

The information in this article helps with my inquiry project because it describes the characteristics of different disabilities, when intervention should be implemented, and how you can go about finding different assistive technologies to use depending on your students needs. I like that this article gave examples of scenarios that can occur in the classroom when you have a student with a disability. This article also touched on different websites that can be used depending on the students disability, such as if they can't read text on their own. The most helpful part of this article was when it discussed the role of technology to enhance performace, and it talked about the issues and the responses to those issues. It was set up like a question and answer format.

4) Smith, S.J., & Jones, E.D. (1999). The Obligation to Provide Assistive Technology: Enhancing General Curriculum Access. //Journal of Law &// //Education//, 247-267. []

This article's main purpose was to discuss the legislation that has been created to support and enhance assistive technology in the classroom for students with disabilities, and to discuss problems that arise when trying to implement assistive technology services and devices in the classroom. The author argues that the purpose of assistive technology is to meet the special education needs of students with disabilities, and to help them gain a normalization of living. The author then talks about each law and amendment that has been created to help serve students with disabilites. Some of the ones the author mentions are the Tech Act of 1988, the 1990 IDEA Amendment, and OSEP (Office of Special Education Programs). The Tech Act was designed to recognize the need for children with disabilities the access and use of AT devices and services. OSEP was designed to clarify and shape policies related to AT devices. These programs were designed to help take down barriers that children come in contact with when trying to recieve AT devices to increase their education experience and academic achievement. The author also touches on the fact that many teachers do not have enough experience with technology, and therefore it usually does not get used in the classroom, which means these students with a disability are not receiving the help necessary for them to effectively learn. The author explains the fact that teachers are beginning to be properly instructed in using AT devices in the classroom. It is vital that teachers get this education and instruction so that they can effectively have their students with a disability use assistive technology devices in the classroom.

The information in this article is helpful for my inquiry project because it talks about the different legislation, programs, and policies that are in effect for dealing with assistive technology. This information can help with my project by explaining to me what acts and amendments help students with disabilities receive AT devices and services. The author fully explains the procedures and services of each Amedement, which helps provide me with background information that I can include in my project.


 * Additional Resources:**

1) Article: //Assistive Technology for Kids with LD: An Overview.// []

2) Article: //Assistive Technology for Children with Autism.// [|http://www.specialed.us/autism/assist/asst10.htm]

3) Article: //Assistive Technology for Young Children in Special Education: It Makes a Difference.// []

4) Assistive Technology: A Special Education Guide to Assistive Technology []