Implementation

Assistive Technology

Assistive technologies are tools that enable disabled people to:

have greater control over their lives
gain independence skills and confidence
have access to learning experiences with those who do not have disabilities
participate in and contribute more in their school, home, and work
interact more with non-disabled people

An Assistive Technology (AT) device is defined as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities" (Erickson & Koppenhaver, 2020, p. 185).

An AT service assists anyone with a disability "in the selection, acquisition, or use of an assistive technology device" (p. 185).

Together, AT devices and AT services can decrease barriers in reading and writing, and promote access to information, communication, and learning for people with disabilities.

The Tech Act in the United States guarantees the use of AT devices and services for Americans with disabilities, but in reality, many have limited access to AT.

Rose and Meyer (2002) made an important point in distinguishing what AT is used for. Is AT used to support access to information or access to learning? Decisions for how to use AT must match the instructional goals or context and the needs of the user. For example, while picture symbols can be useful for student communication during the school day, it may be of limited use in learning how to read. Evidence shows that pairing symbols with words makes it more difficult for students to learn to spell and read the words (Erickson & Koppenhaver, 2020).

Educators need to be clear in their goals and make thoughtful decisions about the use of AT.

Assistive Technology to Support Literacy

Click on the slides to learn more.

AT to Support Literacy

Comprehensive Literacy Program

Students with disabilities benefit when there is a team of professionals supporting them. When everyone (i.e. educator, therapists, parents, student) works together, it "increases the likelihood that students with significant disabilities will learn to read and write in ways that support and enrich their participation and success in school and beyond" (p. 199). Do students with disabilities benefit when adults believe in them and try their best to help them learn to read and write? In a study published by the Center for Literacy and Disability Studies, they interviewed literate adults with severe speech and physical impairments (Koppenhaver, Evans, & Yoder, 1991) and found that many participants often referred to an important person who made a difference in their lives - "Be that person!" (Erickson & Koppenhaver, 2020, p. 199).

"Comprehensive instruction delivered imperfectly is better than perfect instruction in just one area, and it is certainly better than no instruction at all" (p. 200).

Key Questions in Delivering Comprehensive Literacy Instruction (p. 201)

When it comes to planning for teaching a group of students, the teacher needs to decide what works best. Will it be emergent literacy instruction only, conventional literacy instruction only, or a combination of both?

Use conventional interventions if the answers are "yes" to all four questions for every student.
If there is a mixture of "yes" and "no" responses, then the teacher should combine the interventions.

In a mixed group setting, it is better for the teacher to give literacy instruction to small groups of students rather than teach two separate programs in one classroom. The goal is to provide each student with "90-120 minutes of focused literacy instruction each day" (p. 202). How will this look?

Parents are encouraged to find resources to "fill in the gaps in their child's school program or take the lead in helping their child learn to read and write while sitting around the kitchen table, sharing stories at bedtime, and interacting with the print they encounter throughout their lives" (p. 205).

Although differences exist between students with and without disabilities, students with disabilities should still be included amongst classroom activities within general education settings.

In the United States, only a small number of students with disabilities spend the majority of their time at school in general education settings. Instead of focusing solely on IEP goals, special education teachers (who are responsible for a majority of the comprehensive literacy instruction) are strongly encouraged to incorporate and devote at least 90-120 minutes for literacy instruction everyday.

For educators who work across multiple settings and deliver instruction to students for only a brief portion of the day, consider the area that receives the least attention but is required (such as recognizing alphabets/words while reading with parents at home) and then focus on those areas of instruction.

Key Question: "How do I know my students are learning?" (p. 210)

For emergent readers and writers:

Increased interest when receiving instruction
Increased awareness of print and print concepts
Increased identification of letters

For conventional readers and writers:

Sad when they have to stop reading or writing
Relate items from reading to everyday life
Increased accuracy in spelling, writing, and decoding
Increased use of reading and writing outside the classroom
Increased interest in instruction

Final Thoughts

Educators should focus more on instruction and less on assessment.

Students with disabilities often require adults in their lives to ensure that their rights are respected.

Students with disabilities need people in their lives such as teachers, parents, and therapists who are willing to teach literacy in thoughtful, collaborative, and knowledgeable ways in order to maximize their potential and provide them with the greatest chance of success.

As educators and citizens of a society that promotes fairness and equity, we have a responsibility to educate ourselves and do what is right.

We encourage you to use what you have learned from this website to improve education for everyone. As we try our best to help students with disabilities learn, these students are also helping us learn how to become better educators.

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