Dr. Terence W. Cavanaugh, College of Education and Human Services, University of North Florida, USA. tcavanau@unf.edu
Abstract: This paper describes the development a course that
would present the basic concepts and applications of assistive technology
(AT). The AT course is designed as an
introductory course in the application of technology as assistive and adaptive
devices and could be applied as an elective course for the current programs in
education, instructional technology, or exceptional education programs. The
course presents strategies for students who are physically or mentally
impaired, and may be in a mainstreamed situation. The purpose of the course material is to learn about and use
technologies to overcome handicaps and improve functionality. The Introduction
to Assistive Technology course stresses hands-on experiences with various
assistive technology approaches and devices.
Through the direction of the federal government,
assistive technology (AT) must now be addressed on every Individualized
Education Plan (IEP) and the assistive technology can be a component of
exceptional education or a service to facilitate a student’s education (IDEA,
P.L. 101-476). Institutions of higher education offering preservice teacher
education need to meet the International Society for Technology in Education
(ISTE) (and therefore the National Counsel for Accreditation of Teacher
Education [NCATE]) standards. The offering of training and education in
assistive technology has become even more important. Not only do exceptional
education instructors need this information, but so too do school administrators
and the general education teacher. All teachers now need to be aware of
strategies and tools for the special needs student, due to the movement to
provide the least restrictive environment through mainstreaming and inclusion.
During discussions with inservice teachers, counselors, physical therapists, parents, and assistive technology organizations, I identified a need for training and education in the area of assistive technologies. Through continuing discussions, I identified some basic areas needed in assistive technology education. I visited the Assistive Technology Educational Network (ATEN), Florida Diagnostic Learning Resources (FDLRS) and Florida Instructional Materials (FIMSE) labs and workshops to learn what the state of the art was and become a part of the AT community. I continued my exploration by surveying the literature in the field, observing at schools and labs, and studying current Exceptional Student Education (ESE) and Instructional Technology (IT) programs offered at my university. To begin to fill the need that I perceived, I developed and co-taught a daylong hands-on workshop introducing teachers to assistive technology.
To provide more extensive experience and education to
teachers, I developed a course that would present the basic concepts and
applications of assistive technology.
The course is designed as an effective elective course for the current
programs that the university offers in its master’s of education, instructional
technology, or exceptional education programs. The NCATE/ISTE standards state
that for initial certification, a teacher should “demonstrate awareness for resources for adaptive assistive
devices for students with special needs.”
The AT course is designed as an introductory survey course in the application of technology as assistive and adaptive devices. The course presents strategies for students who are physically or mentally impaired, and may be in a mainstreamed situation. The purpose of the course material is to learn about and use technologies to overcome handicaps and improve functionality. Course topics include: Introduction to assistive technology; Legal/ethical issues and the IEP; High tech, mid tech, low tech, toys, switches and other adaptations; Windows & Mac built-in accessibility tools; Text-to-speech, speech-to-text, and the internet; Mobility and physical impairments; Hearing and vision impairments; and Learning disabilities.
The assessments and activities for the course include hands-on experiences with assistive technologies. Activities were designed in which students visit schools or labs to see assistive technology being used, they apply and use text-to-speech and speech-to-text programs, they construct adaptive switches and toys, and they even experiment with environmental control hardware and software.
I asked members of parent support organizations such
as the Statewide Advocacy Network on Disabilities (STAND), university
professionals in special education, assistive technology state organizations
such as Florida Diagnostic and Learning Resources System (FDLRS) and Assistive
Technology Education Network (ATEN), future students in exceptional education,
and other instructional technology professionals to provide feedback on the
course design, goals, topics and assessments.
All were extremely pleased with the idea of the material becoming
available for ESE and general education educators.
In continuing discussions with the assistive technology community, I chose to design the course for delivery through distance learning. I found many prospective students who are interested in the course concept, but were unable to travel to the university. The course will be a valuable recertification course for ESE professionals and teachers who not specifically in the special education field. This course will allow them to have some exposure to the implementation of assistive technology. The AT course can be used in any certification area, since in the state of Florida technology is considered in field for all areas. The course itself should model effective design practices, for example web pages will be designed for universal access and course materials and multimedia will be developed to be handicapped accessible. Through online delivery, the course can serve as a model presentation of information through an adaptive medium. The online format of the course will fit easily into the schedules of working adults across the state and beyond.
The Introduction to Assistive Technology course stresses hands-on experiences with various assistive technology approaches and devices. Designing methods for a student to have actual experiences with the technology going beyond readings and looking at images about the technology is one of the main course goals. Instead of purchasing texts, students are expected to purchase, train, and use voice input systems, install an use an environmental controls system, purchase the materials to construct an adaptive switch, purchase and use a voice repeater, and use speaking hardware devices. Student interactions with assistive technologies fall into three areas. Students are to interact in an online forum, they have field experiences, and complete technology projects, in addition to standard materials such as tests and papers.
One of the strategies used in the Introduction to Assistive Technology course is the forum. Students participate for themselves and also analyze what other students have done and provide feedback to their classmates’ thoughts. Forum topics include case studies that students use in experimenting with, suggesting and explaining assistive technologies. Other forums require students to make decisions concerning the use of assistive technology for others. Further forum topics encourage students to discuss and evaluate the impact that the assistive technologies have on them while they use various devices and programs such as environmental control, voice input, and text-to-speech.
Students will be required to observe the use of assistive technology as part of their field experiences. Students are asked to observe a student who uses assistive technology devices, or investigate and visit an assistive technology demonstration lab. Using an assistive technology device checklist and observation form, they would observe how the technologies are being used and then contribute to an online exchange concerning their observations.
Currently seven projects are being designed to give students additional experiences with assistive technology in evaluation, adaptation, and creation of assistive technology devices. Students evaluate web sites for universal access, compare various assistive technology software products, compare assistive technology hardware tools, and even complete an evaluation of a student related to the use of a specific assistive technology. Students are to use software to create a communication board that augments communication within a specific class or function. Additionally students construct an impaired accessible switch and then adapt a child’s toy to be switch operated.
At this point in time, the course is in the final stages of design for online delivery. The current on-line delivery package for the course is the university’s WebCT package. WebCT was selected because of its privacy, testing, and forum components. Additional support is being sought for the creation of a supplemental traveling assistive technology box. Sent through the standard mail system, this box would provide students access to the more expensive technologies including touch screens, alternative keyboard inputs, talk boxes, close captioning devices, and more.