Biomedical Engineering Reference
In-Depth Information
7.2 Teaching Alternatives Using AT
One of the more significant findings in research on the use of ICT in education is the
extent to which ICT can support the inclusion of students with special educational needs
(British Educational Communications and Technology Agency (Becta 2003). Currently,
in many countries the predominant practice is to withdraw pupils from the classroom
for supplementary teaching with a support teacher. However, this reliance on individ-
ual supplementary classes on a withdrawal basis has been criticized as contrary to the
principle of integration in teaching and learning and an inclusive system of education
(Markussen 2004).
AT has long been recognized as a tool for enabling independence and access for individ-
uals with disabilities. With the changes in legislation to include consideration of AT in the
student's educational plan, there has been a positive shift in using more AT in educational
settings (U.S. Department of Education 1998). Special education programs are required to
be accountable for the use or nonuse of AT for each child; however, insufficient training,
knowledge, and the inability of service providers to integrate AT into the learning envi-
ronment continues to contribute to device discontinuance and underutilization (Dalton
2002; Copley and Ziviani 2004; Judge 2010).
In a study conducted with postprimary school students over a 2-year period,
Craddock (2006) found that ICT and AT played critical roles in augmenting participa-
tion of the students at both a social and educational level. The use of these technologies
acted as an important catalyst in the educational process and environment for students
with disabilities and was one of the factors that led to the fulfilment of the students'
goals. In particular, the students reported that the AT gave them the opportunity to
show that they had the ability and the skills that they knew they had but had not
previously had the means to demonstrate. In general, the students reported that AT
increased their skills, their capacity, and their quality of communication. They were
able to work better and faster and cover more of the curriculum. They felt that the tech-
nology enabled them to complete their education on an equal status with their peers.
Craddock also found several factors that are associated with a student's successful use
of technology, including
• Early intervention:
The earlier the student is exposed to the technology, the more
adept the student is in its use and the more comfortable the student is with tech-
nology association;
• Formal supports:
The support of, primarily their teachers, but also the principals
and the whole school ethos, both in its inclusive, support and understanding of
disability but also the schools' engagement with technology;
• The comfort level:
The comfort level of the school and the teachers in using the
technology;
• Education:
Educating teachers in using technology;
• Informal supports:
The support of family and friends, in particular the mother
played a crucial role in obtaining the AT devices and also supporting the use of
AT in the home.
Similarly Dalton (2002) addressed issues concerning the need for teachers to be educated
in the use of technology, especially special education teachers working with students with
