Biomedical Engineering Reference
In-Depth Information
can determine use or nonuse of AT. Finally, as technology advances and AT is increasingly
supported within the mainstream market, the authors outline the next stage of technology
provision within the classroom—UDL. Ultimately, providing an educational environment
where classrooms are designed to cater for all types of students regardless of their disability
or special need is optimal. It is imperative for teachers to recognize that all students have
varying ability, and it is a measure of their ability, not disability, that should determine how
their education is supported. The classroom should provide a range of supports for any stu-
dent who may have issues in accessing the curriculum—from reading difficulties to writing
to understanding. A special educator should have the knowledge, skills, and competence
backed up with the support of technologies to support all within the education environment.
Summary of the Chapter
This chapter describes the importance of assistive technology in education and the role
of the special educator in the process of integrating assistive technology for students with
disabilities into the educational system. The special educator is a crucial team member,
providing knowledge of the students' educational capabilities and their daily interaction
in the use of assistive technology. Assistive technology can provide many children and
adolescents with disabilities the tools necessary to be more successful in school, at work,
and at achieving independence in daily living. Unfortunately, many special educators do
not receive training in the application of assistive technology nor do they have adequate
resources to effectively assess, implement, and follow-up on the use of assistive technology
in the classroom. This chapter will identify the special educator's role in the assessment
and implementation of AT. Recommendations for future training needs for special educa-
tors will also be discussed.
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