...Mary Pat Radabaugh, director of IBM’s National Support Center for Persons With Disabilities, said in 1988, “For most people, technology makes things easier. For people with disabilities, however, technology makes things possible.”(Sullivan, 2019)
There is a (mis?)conception in both the elementary and high school panels that using assistive technology has a relationship with laziness (not teaching). This idea of a teacher being removed from the "hands on" learning process with a student where technology replaces the teachers role in the learning process, can come from teacher who does not have any IEPs students (modified or accommodated), pre-covid face to face teacher vs a teacher who is fully virtual, or an older teacher vs a new teacher. Let's dive into this stigma a little more shall we...
According to the Universal Design for Learning (UDL), the ultimate goal of assistive technology, as previously mentioned, is to lessen the gap between student expectation and their ability to be successful by providing them with a means to "equal" the playing field/ chance to accomplish a given task. This equipment (low, medium, or high tech) is supposed to regularly meet the learner where they are at right now in their developmental stage (physically, mentally or emotionally) to meet goals.
It is rather easy for any teacher to assign tasks or activities through programs (Lexia, audiobooks, Write Out Loud, apps on google suites etc). The program or lesson virtually provides instructions and information through a 3rd party (not from 1-1 teacher interaction). The assistive technology (AT) can read out what the google slide says or what the next instruction without the teacher.
As Digital Learning's article "Technology Cannot Replace Teacher's Role in Class"ponders, yes, all students are now engaged and included as individuals in a larger classroom. Depending on the students condition, they might not be able to receive and reflect on feedback meaningfully. Therefore, assessment is more on completion, participation rather than knowledge based.
I argue that assistive technology makes a more conscious and aware teacher, rather than removed or replaced from the learning experience of students who heavily rely on AT. This is because teachers are now faced with managing various areas of that students role in their classroom i.e. group work, feedback, modifying lesson materials/ assessments, reflecting on how information is presented overall, communicating with the educational assistant, pondering the ratio of time spent on technology vs. 1-1 interaction together etc.
Although, AT, is supposed to be a simple tool for teachers to navigate release time for training is rarely given and creates gaps between various teachers abilities to do something (complete a function) on that device. Teachers certified in special education have an advantage to this- teachers who are not might have difficulty successfully incorporating AT into their lesson plans and that can directly have implications on student success. Is it more work?
In this case- is "teaching" synonymous with "guidance" or "task master"? Is using AT as a primary mode of educating students with disabilities education (sharing of knowledge)? Where does student confidence fit into this perception? As the article "Difference Between Assistive Technology and Instructional Technology" suggests, is the main purpose of this students AT to support the student complete a task (organization), demonstrate information/ knowledge about a topic, or introduce a task/ topic?
As Edutopia's 2019 article "Rethinking Assistive Technology" argues, AT's function in the classroom is challenging, reflective, non universal, but beneficial for all when implemented properly.
Read my next blog post on the 3 biggest misconceptions of AT.
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