By Rob LeFebvre, education specialist, SESA
I must admit, I’m a tech junkie. I love the latest, best, fastest
computer technologies. I leaf through all the special education tech catalogs
that seem to fill my inbox. I subscribe to many computer technology magazines,
both in and out of the field of education. But, I’m starting to have
some second and even third thoughts.
“When is technology too much?” When it is applied to students
without a clear vision of what it is for. Technological solutions, whether
high or low tech, should be just that: solutions to challenges in educating
students. A student needs to engage in active, participatory educational
activities in order for technology to even be considered.
“When do we decide to use a technological solution?” By definition,
technology is anything added to a student’s program to allow him or
her to be educationally successful. This can be as simple as large-print
books, seating near the front or the side of the classroom, modified chairs
or desks, and behavior modification programs. This is all technology. Higher
technology solutions might include a communication device or computer. This
can only be an option if the device or computer is being used either as
a communication system or as an academic support in a well designed curriculum
program. Simply giving a student a computer is not an intelligent use of
technology (nor is it an intelligent use of money).
A startling trend I’ve seen lately is the purchase of extremely high-tech
communication devices for students who are not engaged in meaningful activities
beyond the special education room. Yes, students need a way to communicate.
Yes, students need access to devices that help them do so. No, these devices
are not an end in and of themselves. There are plenty of lower-cost, lower-tech
solutions for students to communicate with.
First off, have the team decide what types of activities the student is
participating in. Are these activities with typical peers? Do these activities
require communication? If the student did not have a disability, what kinds
of choices would they have within the activity? If the student did not have
a disability, what kinds of sub-tasks would they be completing? If the student
did not have a disability, what kind of communication would they need to
engage in? This is sometimes called a “discrepancy analysis,” and it is the hallmark of a well-designed technology assessment, in addition
to being part of a well-designed modified curriculum.
Armed with this information, the educational team should then approach the
student, and get his or her input. One way to do this with a student who
has challenges with verbal language is to provide them with a continuum
of different types of technology, both low and high tech, within naturally
occurring situations and activities. See which adaptations the student prefers
to use. According to Caren Sax, Ian Pumpian, and Doug Fisher (researchers
at San Diego State University), “Studies show that one of the main
reasons students do not use assistive technology devices, even when they
would be helpful, is because they were not involved in the selection of
the equipment” (ref URL:http://www.newhorizons.org/spneeds_ATjoey.html).
In addition, teams can find valuable resources in family members. These
are the people who will be working with any type of technological adaptation,
and should be consulted as well.
As soon as the team has input from the student, a list of activities the
student is involved in, and specific information about what support needs
the student has, only then can a team begin to make decisions about technology
issues. Simple devices often have a large impact because of their simplicity
and ease of use alone. Staff and students will be more likely to use equipment
that does not break down, and requires little to no technological savvy.
Designers of high tech systems should remember this in the future!
In conclusion, applying technological solutions is an educational process,
as individualized in scope as any individual education plan (IEP) should
be. Remembering to include the student and her or his family, finding engaging,
meaningful tasks for the student to be involved in, and taking in to account
lower tech devices are all components of a well designed assistive technology
plan.
