Biomedical Engineering Reference
In-Depth Information
certain students exhibit different levels of proficiency. In a study by Craddock (2006) on
the use of AT with teenage students; three discernable groups of students emerged, dis-
tinguishable by the type of technology they used, how they used it, and how satisfied
and comfortable they were with it. They were typified as the novice, transition and power
users. The power users were using high-end technology, such as voice recognition, screen
readers and other voice output systems. They exhibited more than just a pragmatic adap-
tation to the technology; they displayed an emotional attachment evidenced by how the
students defined themselves in relation to their technology. Their technology released in
them hitherto hidden beliefs and abilities. The students described the devices as inex-
tricably associated with their self-image, recognising that the technology changed their
self-identity. Their “cultural capital” was increased, with the use of high-end portable
technologies that enabled them first to “fit in” and second to compete and, in a number of
cases, outperform their non-disabled peers. A key factor in becoming a power user was the
length of time they were using technology; often starting its' use as a young child, from
the ages of five or six.
The picture emerged quite differently for the students of the novice users group. They
had little formal support outside of the curriculum. Their first introduction to high
technology came much later. Surprisingly, none of these students had any experience of
AT or knowledge that technology could have provided easier access to the curriculum.
For the novice users, timing was a critical issue; it was difficult for them to assimilate
new technology a few months before one of the most important examinations of their
careers. However, a number of the novice group did achieve a competence with the
technology. These students are characterized as “transition users.” They incorporated
the technology at a pragmatic level, but the lack of identification with the technology
left them in a transitionary period that perhaps with time and consideration could lead
them to become power users of the technology.
Craddock (2006) study supports the need for the special education teachers to become
familiar with the students' needs matched to AT throughout the educational continuum.
The special education teacher needs to become familiar with the roles of AT in the stu-
dent' environments, including transitional stages between educational environments
(elementary-to-high-school-to college). The goal of education is to prepare a student to
function successfully in the world, including the home, social settings, and the work
environment. The special educator should become familiar with technologies that can
enhance the student's success in these settings. Transitional planning meetings are cru-
cial to assure the AT needed for success is in place to optimize the student's success.
Special educators need to understand the transitional process and act as facilitators to
assure the student continues to receive the needed AT when transitioning into these new
environments.
7.5 Going Forward: Universal Design for Learning (UDL)
A model of framing the integration of technology in the school context is Universal Design.
Universal design is a strategy, which aims to make the design and composition of different
environments and products accessible and understandable to, as well as usable by, every-
one, to the greatest extent in the most independent and natural manner possible, without
the need for adaptation or specialised design solutions. The main thrust of the UDL model
 
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