Reflective analysis of special education practices across age groups and disability areas

Assistive Technology

Many students who enter a special education program are in need of some type of assistance from technology so that they can interact and learn at a higher level. Generally this technology is most associated with students who have vision, hearing and mobility issues, "but is also true for individuals with limitations in cognition and perception" (Behrman, 1998). The state of Wisconsin is very concerned with ensuring that all students have the ability to learn to the best of their ability. This means that assistive technology must be provided in many cases. A student's Individualized Education Program (IEP) is required to list the assistive technology services that the student needs and how that technology will be used on a day-to-day basis. This paper discusses how the IEP provides instruction in what assistive technology the student needs, when it is required, and provides some examples of assistive technology currently being used in Wisconsin schools.

An IEP details information about the students disability, and how, specifically, that individual can be helped by teachers and technology to accomplish learning goals. A program is set up for the child by the team of people who will work most closely with them. The goals within this plan often cannot be accomplished unless the student has some form of assistive technology provided to help them reach them. When a specific goal within the plan requires a device or aid to be used, it will be detailed exactly what is needed for that goal's accomplishment and how it will be used. Then when the specific type of technology is needed it will be available for the student to use.

Students who have physical disabilities such as being blind or deaf will often need the technology all of the time. Students who are blind will need Braille books, or other technology that do not require sight to learn the material. Children who are deaf will most likely need an aid who can communicate with them using sign language. However, student who have cognitive or learning disabilities may only need the technology at certain times during the day. The technology is required, basically, whenever that particular student IEP calls for it (WDPI, 2011). The teachers have been trained in the use of the technology and should be aware of when it is needed, also. For example, a student's IEP may call for them to use a certain type of keyboard that either assists them with speech or writing. This equipment will be provided according to the IEP.

Schools use many different types of assistive technology, but what they use is generally specific to the IEP plans of the students who attend that school. In this case, the school has made use of certain products that enhance hearing the information that is presented (CESA, 2011) such as mp3 players and a microphone that the teacher wears while the student has a receiver. The mp3 player allows the students to have individualized instruction. The other technology allows the student to hear the teacher more distinctly so that they can get full benefit from the instruction being presented. A third assistive technology that the school uses is an alpha smart keyboard that allows students to have their own programs on a piece of equipment that they can use exclusive of the other students.