Biomedical Engineering Reference
In-Depth Information
predisposition, specific skills, past technology use, and abilities that can support the use
of AT for the student.
The importance of a “good match” between the student and the technology has been
found to be an essential element to the successful use of AT. One specific assessment
process that has been effective in identifying predisposition characteristics and AT
tool characteristics that influence and impact a person's general AT use is the Matching
Person and Technology (MPT) model and assessments (Scherer 1998, 2005; Scherer and
Craddock 2002). The MPT consists of measures validated for use by both young people
and adults with disabilities. The Matching Assistive Technology to Child (MATCH) was
developed under the theoretical framework of the MPT and uses similar constructs, but
it is designed for the pediatric population in the educational setting (Scherer 1997; Scherer
and Zapf 2008). Lenker and Paquet (2003) found that the MPT model had a framework
that identifies potential predictive traits of AT users and nonusers through predispo-
sition scores and uses a client-centered approach that is based on grounded research.
Using the MPT evaluation forms in the assessment of 45 students, Craddock (2006) found
that the MPT model guided the process. It ensured that the assessment procedure was
user-focused and involved the student in all elements in the identification, selection, and
acquisition of AT.
In tandem with the MPT, the IEP is a collaborative process that focuses on the abilities of
each individual student and their desired goals and is tailored to that student's individual
needs and abilities. It is based on a client-focused social and participatory service delivery
model in AT (Craddock and McCormack 2002) that emphasises the active participation
of the service user in the selection of appropriate equipment and in the ongoing evalua-
tion and decision-making processes. It supports a bottom-up approach enabling the core
personnel to define the complex issues involved in a service delivery system (Scherer and
Craddock 2002). Person-centred planning begins by establishing individual's prioritized
needs in collaboration with a team that consists of the individual's support network, fam-
ily, close friends, teachers, and AT specialists.
The success of students with disabilities using AT is related, amongst other factors, to
the AT knowledge and skills of special education teachers (Scherer and Craddock 2002;
Scherer and Zapf 2008); however, findings indicate that AT training at the teacher train-
ing level may not be adequately addressed. Approximately one-third of undergraduate
special teacher licensure programs, 28% of initial postbaccalaureate licensure programs,
and less than 25% of master's degree programs require AT coursework. Many graduates
are leaving special education teacher preparation programs without the critical knowl-
edge, skills, and dispositions necessary to address the AT needs of their students (Judge
and Simms 2009).
A significant change in the approach to technology within education is required if
AT is to be included as an essential tool for students with disabilities. Information and
communication technologies (ICT) is considered to be a ubiquitous tool within the
classroom, and AT is considered to be a tool for students with disabilities to fit into the
existing structures. New technologies can vastly increase access and learning oppor-
tunities; however, new media have yet to be exploited within the educational setting,
talking topics, descriptive video, and instructional environments where students are
consistently supported in learning how to learn. An educational system is needed in
which there is not one 'typical' learner but various learners each provided with adequate
supports. Change can occur at many levels, but in particular, in the classroom setting
where the teacher could view technology as a means for creating a collaborative learning
environment.
