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Savannah Hahn Malcolm Campbell English 1103 9th March 2013 Assistive Technology: The Gateway to the Least Restrictive Environment Robinson wakes up and instead of waiting at the bus stop like a typical fifth grader, a van comes to his house to load him and his wheelchair up and start his school day in Mrs. Sherrills, Multi-handicapped classroom at Cox Mill Elementary School. Upon his entry he is notably soothed by the cloud covered shades that dull the brightness of the florescent lights found in the hallway and in every classroom. Like Robinson, Camryn arrives in a van and is wheeled into her classroom where there is an iPad softly playing Rascal Flatts Life Is A Highway and immediately she begins humming along. Kailyn is already at the table where a teacher is helping her hand make a motion towards a button that when pushed says, Feed me. Finally, buried in a vibrating ball pit is little Millie who is using her senses by stretching and feeling her surroundings. Throughout the six hours these four students are in the classroom they will use assistive technology countless 1 Millie, a student at Cox Mill Elementary times in order to reach their unique educational goals. The
School in the multi-handicapped class.

vitality of assistive technology within a special education is almost indescribable. Over the course of a persons educational career from kindergarten on, there is a particular core

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curriculum that must be followed, concepts that must be understood, and goals that must be reached; many of which are not possible without technology. Robinson, Camryn, Kailyn and Millie are not alone in their dependence on technology. According to the National Center for Education Statistics, roughly one out of every six students who attends school in the United States is not capable of benefitting fully from a traditional educational program due to a disability that impairs their capability to interact in classroom activities. If a student is not able to receive the full value of a classroom activity(,) they are likely to receive some sort of special education services. There are a diverse range of students that fall under the umbrella of needing special education that vary in severity and effect on their educational careers. The Future of Children Organization published an article by Ted S. Hasselbring and Candyce H. Williams Glaser, within it they summarized data from the U.S. Department of Education breaking down the percentage of students with disabilities as follows: fifty-one percent of them have specific learning disabilities, twenty-one percent have speech or language impairments and, ten percent suffer from mental retardation. Then there are multiple that stand for less than ten percent which include, eight percent from emotional disorders, two percent have hearing or visual impairments and a reaming eight percent suffer from other health impairments such as multiple disabilities, autism, orthopedic impairment, developmental delay, and brain injuries (Hasselbring and Glaser 104). (good summary of that chart) Federal laws require students to be placed in the least restrictive environment, meaning it is most ideal for students to be in a traditional classroom setting regardless of severity of the(ir) disability (Hasselbring and Glaser 104). In order to follow the requiring students to be in the least restrictive environment, the playing field needs to be leveled in a way. For example, someone like Robinson would need the assistance from a stander, or wheelchair in order to

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participate in any classroom activities that require being in motion or fully vertical. Technology innovations are the fundamental key to allowing students to be successful in the least restrictive environment. As previously stated, sixty percent of all children receiving special education services suffer from emotional and learning disabilities, and this number continues to increase each year. Research indicates that the use of technology can enhance a students acquisition of skills and content knowledge when the computer is used to deliver well-designed and well-managed instruction. In writing especially, simple technology that most people take for granted includes word processing software. Delays in fine motor schools (schools or skills?) that impair their ability to write legibly can be made up for by typing on a computer and when in conjunction with word prediction software the number of key strokes required to type words is dramatically reduced. The authors of the article for FutureofChildren.org report, Many times students with communication deficits will avoid the use of longer words and complex thoughts to avoid frustration with the act of writing. But word prediction software allows students with mild learning disabilities, as well as those with mild communication and motor impairments, to express their words and ideas in the vocabulary that more closely reflects their thinking, rather than in the vocabulary that is easiest to spell. Thus, with the help of word prediction software, students with mild learning disabilities are better able to complete academically in regular classroom settings (Hasselbring and Glaser 107).

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In other words, the two writers are introducing the idea that the student is able to accomplish more and be on an appropriate level for their age with little set back from their disability due to a technological tool. It is easy to read the data and hands down agree with the research and believe in using technology, but until you put a name or a face with the statistics you cannot fully understand the detriment of not giving students the resources they need. A writer named John Keilman wrote an article for The Chicago Tribune in November of 2010 about a young girl named Sophie Prunty. Sophie has extreme difficulty getting around and communicating as a result of a rare neurological disorder. Because of a large tablet touch screen that closely resembles an overgrown iPad, Sophie has the ability to manipulate items such as the television volume and channel. On a larger scale, Sophie is able to communicate by simply pushing buttons on a screen which cues a robotic voice to speak for her. Additionally, the article talked about a boy named Justin Benes whom suffers from a condition very similar to cerebral palsy that hinders his motor skills. He currently works at a caf at a high school, greeting his peers and reciting the daily specials. He, too, uses a computer to speak for him and as a result his grandfather reports that the device has greatly enhanced his quality of life. Technologies like Sophies tablet and Justins computer are often on display (spacing) at a Schaumberg trade show put on by the Chicago-based Assistive Technology Industry Association, there are even devices created that will act as a translator and transform Web pages into Braille and computer that are controlled by a mere eye movement. Jody Prunty, Sophies mother, shares with the Chicago Tribune how, It has opened up a new world. However some would argue that these seemingly innovated technologies are sheer indications of a grander revolution that is yet to come; a revolution that renovates the internet into a place that greets the blind and developmentally disabled, by recognizing a persons need s.

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Though this era would be welcomed by so many, Paul Schroeder of the American Foundation for the Blind shares his feelings that, Technology is not a solution for every problem. It doesnt replace the need for quality teaching. It doesnt replace the need to teach social skills. Along with all the optimism it is vital for users to keep their perspective in check and realize that all innovations have downfalls and human delivered teaching and assistance will forever be a necessity. While it stands true that technology is certainly not a solution for every problem, it furthermore may be the birthplace for additional complications. Specialized devices can be costly, for example the camera system that allowed for a computer to be used by eye movement costs roughly $10,000, and Justins computer costs $7,000 attached to his $35,000 wheelchair (Keilman 1). While Jim Benes, Justins grandfather, said that the state picked up the cost, typically this is not the case. David Dikter, CEO of the Assistive Technology Industry Association, made a statement that in short, said while sometimes there are exceptions typically families must pay the tab themselves. Even when pretending that this revolution comes with a surplus amount (dont need the word amount if you already have surplus) of money for families to spend, other issues would still arise. Mari Beth Coleman, Department of theory and Practice in Teacher Education from the University of Tennessee published an article titled, Successful Implementation of Assistive Technology to Promote Access to Curriculum and Instruction for Students with Physical Disabilities. In her article she reported that, appropriately chosen and implemented assistive technology is crucial for increasing the level of participation in education, employment and independent living similar to peers without disabilities (Coleman 3). She goes on to discuss the issues that may arise that may keep teachers from successful implementation which are as

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follows: assessment, training, timeliness and consistency of implementation, psychosocial, cultural, and environmental factors; and motivation and effort may impact the use of assistive technology by students with physical disabilities. Though she positions that each factor must be addressed individually, an overall assessment shows that extra attention to all of these details may be the key to the students successful use of AT to access the general education curriculum (Coleman 14). The main point to be gained out of her article was that having the technology is just the first step and does not automatically lead to success. Most importantly teachers, parents and administrators need to be educated and trained properly on how to efficiently use and implement assistive technology for their students. It would be ludicrous to say that assistive technology does not act as a gateway to the least restrictive environment for students receiving special education services. Technology in the classroom will without a doubt change lives and continue to open the door of possibilities for so many individuals. Through exploring this topic I have better educated myself on what steps to take to successfully implement assistive technology when one day I have my own classroom. Disabilities come in many forms and severity levels. Some are clearly visible while others are naked to the public eye. The vast differences in disabilities all have one thing in common, and that is that each person will thrive and become a more contributing citizen by growing up in an educational setting that most mirrors a typical classroom. Assistive technology is the key to allowing students, regardless of their disability, to have an educational setting and experience that is fitted to their needs yet still includes them in the school community. The only huge thing that this paper lacks is a work cited page, other than that I honestly just want to praise you for how sincere this paper is. It truly shows that you care a lot about your topic. The emotional appeal in the beginning was just thatsuper

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emotional. Some small wording things to watch out for would be anything in parenthesis. My comments are obviously in red, use them or not its up to you. Good luck!