Collaboration

Collaboration between special education teachers and general education teachers is essential to ensure the full integration of AT into the curriculum (Dell et al., 2017). While developing their lesson plans, they need to be quite certain that their instructional materials and classroom activities are accessible to all learners, including those using AT devices. For instance, a student with dysgraphia, who uses an iPad to complete writing activities, needs to have electronic access to handouts and worksheets. Further, web-based applications that provide alternatives to paper-and-pencil activities need to be located. Indeed, integrating AT into the curriculum enables students with disabilities to participate and progress in the general education curriculum.

Moreover, collaboration between AT practitioners and information technology professionals is key to the successful implementation of AT devices in educational settings. AT practitioners alone will be hindered from implementing AT devices, as there are a plethora of policies established to protect information technology systems. In order to foster effective collaboration between AT practitioners and information technology professionals, they need to respect each others' concerns and work priorities; to learn about each others' working domains; and to troubleshoot technical problems cooperatively (Dell et al., 2017).