Biomedical Engineering Reference
In-Depth Information
TABLe 7.2 (COnTInUeD)
Stages of AT Service Delivery: John, Age 7, Novice User of AT
Stages of the AT
Service Delivery Model
John Age 7 Novice User of AT
John, Age 17 Power User of AT
Delivery
Three months later, the new equipment
arrives, and the teacher, with support
from the local TLO, assembles and tests
that the equipment is working. The loan
equipment is returned.
The equipment is delivered to the
school, and John supports the teacher
in installing the system on his laptop
computer.
Training
The TLO works closely with John's
teacher to show how the new system
works, and once a month for a half-year
period the TLO spends an hour with
the teacher on demonstrating new
educational software that the teacher
can use with John and the rest of the
class.
John, being a power user of
technology, trains himself in using the
new equipment and finds YouTube
videos of other users of the
technology to help him speed up his
writing. He is now 6 times faster
typing using his new system and is
now looking forward to going to
third-level education.
Management and
follow-up
The teacher works with John, and on a
6-month basis over the next couple of
years liaises with the TLO on new
software and some maintenance issues
such as the switch, computer interface,
and the ink cartridges for the printer.
John now uses Skype to contact the
TLO if there are any maintenance
issues. John works with the TLO and
SENO on producing a SON specified
to his AT needs and requirements for
successful transition to third-level
education.
transition users. The study also determined that students progressed to being power users
of technology when they were introduced to technology at primary level, had teachers who
were comfortable with the technology, and had a supportive home environment.
John attended his local primary school, which is in a rural part of Ireland. He was intro-
duced to AT at the age of 7 by his teacher and the local technology liaison officer (TLO). He
took to AT “like a duck to water” from the first time he pressed the head switch that was
attached to his wheelchair (Table 7.2).
The STATEMENT (Systematic Template for Assessing Technology Enabling Mainstream
Education) project was funded under the European Horizon initiative (2006). Its purpose
was to produce a Statement of Need specific to AT for students progressing from second
level to postsecond-level education.
7.7 Conclusions
This chapter outlined the important role of the special educator in provision of AT within
education. It proposed that unless the special educator is “comfortable” in the use of technol-
ogy, the successful use of AT in the classroom may be compromised. It purported that a suc-
cessful assessment for AT use must include an understanding of the personal characteristics
of the person and their predisposition for technology use. Furthermore, it is the responsibil-
ity of the special educator to bring AT to the attention of the interdisciplinary assessment
team. To achieve teacher comfort in technology, training is essential and outlines the ILT
as an example of technology integration and teacher training. The chapter also provides
insight into the successful and unsuccessful users of technology and outlines the factors that
