A Survey of Assistive Technology Applications in Schools and Recommendations for Practice

Abstract

The Analysis of Technology Assistance for Children (ATAC) project was undertaken in recognition of the severe limit in information on current practices in field applications of assistive technology. Specifically, the ATAC project focused on investigating three problem areas: (1) the status of assistive technology in educational and related settings with school-age children with disabilities; (2) the benefits and barriers associated with using assistive technology for these youngsters; and (3) the effects of assistive technology use. A major aspect of the project involved a general survey of assistive technology use in special education classrooms across three states: Indiana, Kentucky, and Tennessee. This article presents the results of this effort, and discusses the implications in regard to improving practices in the field.

Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: A literature review

“…Furthermore, two different purposes appeared when the aims of the interventions of ICT use in the studies were analysed: to compensate for the students' difficulties and to practise with the help of the ICT to increase functional capacity. In both cases ICT has been used as ATD, which has been studied for many years in children with motor impairments (72,73).…”

Assistive technology use by Kentucky students with visual impairments.

“…A 1996 survey of general special education teachers in Tennessee, Kentucky and Indiana showed that 41 % of special educators lack adequate skills to use assistive technology in the classroom (Derer, Polsgrove, & Rieth, 1996). A survey of special education teachers in Kentucky indicated that few teachers feel prepared to provide AT services to students (Bauder, 1999).…”

“…The review found that factors statistically related to the extent assistive technology use by students with visual impairments have been discussed but not been thoroughly studied (Abner & Lahm, 2002;Alves, et al, 2009;Bauder, 1999;Derer, et al, 1996;Edwards & Lewis, 1998;Kapperman, et al, 2002;Kelly, 2008;Maushak, et al, 2001;Parker, et al, 1990;D. W. Smith & Kelley, 2007).…”

“…teacher training (Abner & Lahm, 2002;Alves, Montiero, Rabello, Gasparetto, & Carvalho, 2009;Bauder, 1999;Derer, Polsgrove, & Rieth, 1996;Kapperman, et aI., 2002;Maushak, Kelley, & Blodgett, 2001;Smith & Kelley, 2007), teacher years of experience (Argyropoulos, et aI., 2008;Farnsworth & Luckner, 2008;Rao, 2006;Thurlow, et aI., 2007), teacher caseload size (Edwards & Lewis, 1998;Thurlow, et aI., 2007), student primary learning media (Abner & Lahm, 2002;Com & Wall, 2002;Edwards & Lewis, 1998;Kapperman, et aI., 2002;Kelly, 2008;Livingston-White, et aI., 1985;Parker, et aI., 1990;Thurlow, et aI., 2007), student educational placement (Edwards & Lewis, 1998;Kapperman, et aI., 2002;Kelly, 2008;Livingston-White, et aI., 1985;Lohmeier, 2005), and assistive technology funding (Derer, et aI., 1996;Parker, et aI., 1990). It was the purpose of this investigation to examine these factors as they relate to the extent of assistive technology use by students with visual impairments.…”

Some Case Studies Concerning Information and Communication Technology Based Inclusion into University

“…In particular, no one can deny that the inclusion of students in the university and the school, can no longer disregard the use of ICT technologies, (Derer, 1996) and in particular the so called Web 2.0 technologies. These technologies, however, more and more forcefully pervades our daily life; terms once reserved only to insiders as Information and Communication Technology (ICT), have now entered into common parlance, to show how their use has become pervasive and it represents, however, a valuable opportunity for anyone experience a difficulty or disability, temporary or permanent situation.…”