Running head: ASSISTIVE TECHNOLOGY AND INCLUSION IN THE
CLASSROOM
Assistive Technology and Inclusion in the Classroom
Research Methods
Stephanie Chislett 100451633
UOIT
ASSISTIVE TECHNOLOGY AND INCLUSION IN THE CLASSROOM
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Abstract
This literature review explores assistive technology in the regular classroom. There is a
continued need to provide information about the availability of assistive technology,
advances in improving accessibility and functionality of assistive technology and
appropriate methods to secure and utilize assistive technology in order to maximize the
independence and participation of individuals with disabilities in the regular classroom
(Netherton & Deal, 2006). This literature review presents a set of definitions related to
assistive technology, provides an overview of assistive devices in the regular classroom
and addresses the current issues with assistive technology and professional development.
Keywords: assistive technology, inclusion, professional development
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Assistive Technology and Inclusion in the Classroom
Introduction
Most of the time, we in education think of technology in terms of how it can
promote learning in the classroom and facilitate communications among teachers,
parents, and other stakeholders (Rice, 2007). Often overlooked is technology’s promise to
help ease the lives of the disabled. Ongoing work in this area is something that
technology directors, administrators, and teachers should keep abreast of, since in due
course several disabled children will no doubt pass through our halls and classrooms
(Rice, 2007). This literature review is composed of three sections. The first section
presents a set of definitions related to assistive technology; the second section provides
an overview of assistive devices in the regular classroom, while the third section
addresses the current issues with assistive technology and professional development.
Definitions related to Assistive Technology
To being, assistive technology is “any item, piece of equipment or product
system, whether acquired commercially off –the-shelf, modified, or customized, that is
used to increase, maintain, or improve functional capabilities of individuals with
disabilities.” (Maushak, Kelley & Blodgett, 2000, p. 268) Assistive technology devices
can help redefine what is possible for people with a wide range of cognitive, physical, or
sensory disabilities (Chmiliar & Cheung, 2007). Very simply, assistive technology may
enable a person with a disability to do something they normally would not be able to do
on their own (Netherton & Deal, 2006).
Inclusion is often thought to mean the placement of students with disabilities in a
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general education setting (Urdang, 2010). Inclusion provides equal educational
opportunities to all students, including those with severe handicaps, and equitable
opportunities to receive effective educational services (Morton, 2010). Voltz, Brazil &
Ford (2001) emphasize that inclusive education involves meaningful participation and
interaction between the student with a disability and the teacher and non-disabled peers
(Urdang, 2010). All in all, the aim of inclusion is to create a climate of belonging and
acceptance among all students in the classroom (Urdang, 2010).
Morton (2010) affirms that Individual Education Plans (IEP) are mandated, detailed
plans specific to the academic planning for individuals with disabilities in order that they
might receive services and support in a least restrictive environment.
According to The Individuals with Disabilities Education Act, least restrictive
environment means that schools are required to educate disabled students with students
who are not disabled, “to the maximum extent appropriate” (Urdang, 2010).
Lastly, professional development can be defined as a comprehensive training
program to prepare educators for the implementation for new reforms and strategies
(Morton, 2010).
Assistive Technology in the Regular Classroom
There have been rapid and significant advances in technology and new legislative
measures have been ratified which have contributed to a significant rise in the availability
of assistive technology devices for students in special education (Kassab, 2000). It has
been noted that there has been an increase in the number of students in special education
programs, who are being mainstreamed or supported in a least restrictive environment
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(Kassab, 2000).
Since 1989, court cases have supported inclusion practices, stating that inclusion
offers benefits to all students, and the passage of Public Law 94-142 assured that children
with disabilities would have access to equal education (Morton, 2010). Furthermore, The
Individuals with Disabilities Education Act included a federal mandate for school multidisciplinary teams to consider the assistive technology needs of all special education
students when developing an IEP and further emphasized the notion of educating special
education students in inclusive settings (Urdang, 2010). With that said, educators in
schools at the elementary and secondary levels are now required to identify and properly
serve students with disabilities (Morton, 2010).
Current Issues surrounding Assistive Technology and Professional Development
All students are different and, therefore, their assistive technology needs are
different (Simpson, McBride, Spencer, Lowdermilk & Lynch, 2009). Simpson et al.
(2009) note that, a "one size fits all" approach is never appropriate for assistive
technology selection. Several groups have reviewed the literature on technology and
learning and concluded that it has great potential to enhance student achievement and
teacher learning, but only if it is matched to the student’s needs and used appropriately
(National Research Council, 2000). Evidently, teachers have a pivotal role in the
implementation of assistive technology as they carry out the integration of the assistive
technology plan (Chmiliar & Cheung, 2007). Thus, education professionals need to
receive training regarding assistive technology services, and teachers need training on
integrating these assistive devices into curricula and classrooms (Urdang, 2010).
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Although research in the area of teacher professional development models
specific to assistive technology integration and learners with disabilities is limited,
research in the area of technology integration has provided recommendations for practice
in teacher professional development and technology use (National Research Council,
2000). In recent years, the high-tech end of the assistive software spectrum has seen
astonishing development and further development is expected (Rice, 2007). Functional
devices to assist the disabled in daily living have proliferated. With that said, it has
become imperative for educators to be aware of the existence of upcoming devices, and
maintain a positive attitude toward their implementation in school settings (Rice, 2007).
Maushak et al. (2000) attempted to investigate pre-service teachers’ current
attitudes and knowledge of the use and implementation of assistive technology in a least
restrictive environment (Maushak et al., 2000). The data from the pre-survey responses
revealed that attitudes among pre-service teachers were significantly positive (Maushak
et al., 2000). However, the researchers also found that almost three-fourths of the preservice teachers felt that there should be special schools for students with disabilities
(Maushak et al., 2000).
Furthermore, Morton (2010) designed a study that investigated whether the
inclusion model of instruction with the use of assistive technology was more effective in
delivering instruction to regular education students and special needs students in the same
classroom in comparison to the regular education with pull-out model of instruction. This
group of researchers also attempted to determine whether teachers had to be trained to
implement the inclusion model of instruction with assistive technology (Morton, 2010).
All in all, they discovered that teachers needed professional development to be more
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knowledgeable and supportive of students with disabilities for the inclusion model of
instruction to be successful in the classroom (Morton, 2009).
Moreover, Urdang (2011) found that assistive technology (of all types) is used less
frequently in inclusive settings than in more restrictive settings. Urdan (2011) sugguests
that one possible reason for this difference in assistive technology use may be that fewer
special education students spend time in inclusive settings. A different explanation may
be that assistive technology cannot be implemented as readily in inclusive settings
(Urdang, 2011).
Similarly, Kassab (2000) discovered that teachers recognize the positive impact that
technology could have in maximizing a student’s performance in school. However, there
were several barriers, such as the amount of physical assistance required, the lack of
adequate space, and inadequate integration planning, that the teachers reported as
potentially being problematic to the effective use of assistive technology in the regular
classroom (Kassab, 2000).
Lastly, at Athabasca Univeristy, Chmiliar & Cheung (2007) found that many
teachers do not have the background skills and knowledge to implement assistive
technology in their classrooms and would like to increase their skills in this area
(Chmiliar & Cheung 2007). As a response to this need, Athabasca University developed
the online course for teachers, PSYC 476/576 Assistive Technology for Students with
Special Needs. This course was developed to incorporate a number of innovative and
unique features and provide access to training in assistive technology for teachers across
Alberta regardless of their geographical location (Chmiliar & Cheung 2007). Although
the course has not yet been evaluated, teacher feedback surrounding this course has been
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very positive so far (Chmiliar & Cheung 2007).
Thus, as technology continues to advance, teachers and other school staff will have
to stay informed on the availability of these devices, the advances that have been made,
and methods of using these tools (Simpson et al., 2009). After all, with the right training
in place, it will be these technologies, that will maximize independence and full inclusion
within the school environment for students who need adaptations for success (Simpson et
al., 2009).
Conclusion
In summary, assistive technology is likely to continue to gain increased attention.
Assistive technology devices ultimately help minimize deficits in the classroom and
increase student participation in general education curriculum (Urdang, 2011). Netherton
& Deal (2006) indicate a continued need to provide information about the availability of
assistive technology, advances in improving accessibility and functionality of assistive
technology and appropriate methods to secure and utilize assistive technology in order to
maximize the independence and participation of individuals with disabilities in the
regular classroom. Thus, educators and future educators should become aware of the
value of assistive technology and prepare to undergo extensive technological training in
order to benefit students with disabilities and help maximize full inclusion within their
classrooms. After all, it is assistive technology that will be the key to success for students
with disabilities and these devices will ultimately enable these students to do something
they normally would not be able to do on their own (Netherton & Deal, 2006).
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Work Cited
Chmiliar, L. & Cheung, B. (2007). Assistive technology training for teachers: Innovation
and accessibility online. Developmental Disabilities Bulletin 35 (1 & 2), 18-28.
Kassab, M. I. (2000). Assistive technology in the elementary classroom: Perceptions and
attitudes. Proquest,1, 1-73.
Maushak, N.J., Kelley P., & Blodgett, T. (2000). Preparing teachers for the inclusive
classroom: A preliminary study of attitudes and knowledge of assistive
technology. ERIC 1, 268-274.
Morton, J.L. (2011). An investigation of the inclusion model of instruction with assistive
technology and the regular education with pull-out model of instruction. Proquest
1, 1-56.
National Research Council (2000). How people learn: Brain, mind, experience and
school. Washington D.C.: National Academy Press.
Netherton, D. L., & Deal, W. F. (2006). Assistive technology in the classroom. The
technology teacher, 1, 10-15.
Rice, J. (2007). New developments in assistive technology. TechEdge, 1, 30-33.
Simpson, C.G., McBride, R., Spencer, V.G., Lowdermilk, J., Lynch, S. (2009). Assistive
technology: Supporting learners in inclusive classrooms. Kappa Delta PI Record,
172-176.
Urdang, A.H. (2011). Assistive technology and inclusive education: Investigating
decision-making and implementation in new jersey schools through surveys and
intervies with district directors of special services. Proquest 1, 1-119.
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