Biomedical Engineering Reference
In-Depth Information
7.3 Outcome Studies of Assistive Technology in the Educational Setting
Assistive technology devices and tools are designed to improve a child's performance and
to remove barriers that can exist towards independence. A recent study by Watson and
colleagues (2010) found a significant effect in IEP goal improvements in 13 children who
received AT devices and services from a trained multidisciplinary team based on pre- and
post performance scores.
These authors also found the AT intervention provided posi-
tive contributions to the subjects improvement in IEP mastery as compared with relative
and supportive services and specific modifications to curricular tasks. The AT used in
this study included written communication hardware and software, speech-generating
devices, curriculum support software, and computer access.
Increased independence in students functional abilities should be a primary focus when
developing IEP. Assistive technology can be a catalyst in achieving independence to pre-
pare students towards functional life goals. Østensjø and colleagues (2005) analyzed the
effects of environmental modifications and assistive devices on 95 children diagnosed
with CP. These authors found a substantial reduction in the need for caregiver assistance
with indoor and outdoor mobility and the self-care skill of eating. They also found a strong
association between the child's independence and caregiver demands, indicating AT that
supported independence could affect the amount of care needed for the child.
Various studies on product based research also support the use of AT in the educational
setting. The use of word prediction software, such as CoWriter, was found to increase
scores on spelling, improve general writing mechanics, and increase the number of cor-
rect word sequences for children with learning disabilities (Staples et al. 1995; Erikson,
2006; Mirendo et al. 2006). Text reader software products, such as Kurzweil, have also been
found to support reading and writing skills in children with disabilities. Student's identi-
fied as Tier Level 1 in the state of Iowa used the Kurzweil program for reading and writing.
Their scores improved significantly over time in the area of reading comprehension when
using a text reader compared to reading from paper (Iowa Department of Education 2007).
The use of augmentative and alternative communication (AAC) interventions has been
found to be beneficial for children with disabilities in the educational setting. A meta-
analysis done by Millar and colleagues (2006) analysed 23 studies that involved 67 subjects
using various types of AAC. Thirty-one percent of the studies used non-electronic-aided
systems and 4% of the studies used electronic devices. The remaining 61% of the studies
used manual signs. The outcome goals of the studies analyzed were to teach expressive
communication in and they found that 82% of the subjects increased in speech production
and only 7% decreased using these types of AAC. Results from single subject studies ana-
lyzing the use of electronic AAC devices also supports the use of these devices to enhance
communication for children with disabilities in the areas of requesting items, responding
to questions, and making social comments during play and snack routines (Schepis et al.
1998; Sigafoos and Drasgrow 2001).
7.4 Environmental Factors to Promote AT in the Classroom
Technology can play an important role in creating an inclusive classroom. The combined
use of ICT and AT in the classroom can facilitate inclusive practises in education. Significant
