1
Running Head: ASSISTIVE TECHNOLOGY
Integrating Assistive Technology for Students with Autism Spectrum Disorders
And Multiple Disabilities
Keyla LM Pullen
TLED 530
April 14, 2014
Old Dominion University
2
Running Head: ASSISTIVE TECHNOLOGY
Abstract
3
Running Head: ASSISTIVE TECHNOLOGY
Integrating Assistive Technology for Students with Autism Spectrum Disorders
And Multiple Disabilities
Autism Spectrum Disorder is characterized by the scarcity in social communication, as
well as social interaction amongst various contexts. . Researcher Gillberg (1990) stated “Autism
is categorized, as a behavioral syndrome, with various neurological extremities which often
times can lead to a variety of medical conditions” (p.61-66). According to the Center for Disease
Control and Prevention (CDC), the learning, thinking and problem solving capabilities, can often
range from severe to high functioning with students that have Autism Spectrum Disorders
(ASD). In addition, ASD is the main definition for many conditions that are encompassed with
this disorder such as: autistic disorder, pervasive developmental disorder (PDD-NOS) and
Asperger syndrome. Data taken on March 27, 2014 from the Center for Disease Control and
Prevention (CDC) suggests that there are an increase number of students with ASD.
Approximately 1 in 68 children, those of which 1 in 42 boys and 1 in 139 girls are diagnosed
with ASD (Autism speaks, 2015). The figures continue to increase inside the special education
realm; still there is no cure for Autism Spectrum Disorder.
Multiple Disabilities, otherwise labeled, as MD is another prevalent disorder that is seen
throughout special education. According to the Department of Education Colorado (2014), a
child with multiple disabilities will have two or more areas of significant impairment. One of
those areas of impairment is often times considered intellectual. Difficulties’ in speech and
language, hearing, visual, and emotional disabilities are other forms of impairments that are
associated with MD. The combinations of such impairments create a distinctive condition that
results in multiple educational needs, allowing for a student with MD to receive special
4
education services. Data taken from the Virginia Department of Education (2010) stated that as
of December 1, 2010 approximately 188 students were diagnosed as having multiple disabilities
within the Norfolk public school System. This figure does not however, include students with
MD in the private or charter institutions.
Technology
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), is
the United States law which mandates fairness, accountability and excellence for students with
disabilities. The IDEA (2004) also requires for school districts to ensure that children with
disabilities have free appropriate public education (FAPE); more specifically access to all
resources, involving special education services. Section 300.1 of the IDEA (2004) states that
special education services should be designed to meet the individual’s needs as well as prepare
them for further education, employment and life skills. Within FAPE often times, children are
required to have assistive technology. FAPE will not accept children without assistive
technology, especially if it is a requirement of the Individualized Educational Plan (IEP). Section
300. 6 defines assistive technology as any piece of equipment that allows a student to complete
daily living or academic skills. An example of an assistive technology can be considered a device
such as Supertalk 8 which allows non-verbal students to communicate or a pair of glasses which
allows a person to see. Assistive technology bridges the gap between instruction and children of
disabilities; allowing students to learn the same information as the general education population,
however in a different perspective.
5