Considerations
For many years, mostly due to the low availability of assistive
technology items, professionals and parents focused on attaining
a certain device, believing that the equipment alone was going to
make the difference. We now know that the selection of the right
technology is influenced by several factors including the abilities
of the student, his/her family's culture and value system, the environment
in which the technology is used and previous experiences with devices
and strategies.
Although assistive technology has the potential to extend the abilities
of a child, a thorough assessment should always precede the acquisition
of the device. In determining the assistive technology needs of
a child, consider:
- the abilities of a child; his/her interests and preferences
- the family's culture and value system
- the environment it will be used in
- the functional tasks for participating in daily routines
- available materials and technologies
- the barriers to his/her participation
- ongoing intervention and evaluation
Be specific when identifying AT solutions. The "best" solutions
fit the required task, taking into consideration the modification
of the activity and/or the learning materials. Single solutions
will not meet all of the student's needs; a combination of strategies
works best
Factors for Success
Ongoing research identifies key factors in the successful use of
AT in educational settings:
- student and family goals and values form the basis of the student's
educational programs
- the acquisition and use of AT is tied directly to student academic
and personal goals
- students, family and educators (including teachers, therapists
and instructional assistants) work as a team to select, obtain,
implement and monitor AT
- communication about all aspects of the students school program
is frequent and honest
- devices and equipment that are worn or outgrown are replaced.
Those that are not meeting student needs are modified, replaced
or abandoned, either temporarily or permanently
- both major and minor glitches are regarded as inevitable but
solvable problems are dealt with quickly and systematically by
the team.
(Todis, 1997)
The benefits of technology are as extensive as the abilities and
goals of the students using them. However, professionals and parents
should exercise certain cautions. Technology must not been seen
as a panacea; it alone will not "fix" a disability or guarantee
a successful inclusion program.
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