Assistive technology is a big term that we commonly use in the education and social services field. This umbrella term includes, but is not limited to, the following supports in the classroom;
Timers
Speakers
Magnifiers
Braille
Large print materials
text-to-speech, voice recognition and screen reading software
Talking devices (i.e. thermostat)
Portable closed captioning systems
Wheelchairs, walkers, scooters, and power chairs
Ramps and remotely controlled appliances
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.” AT includes a wide variety of no-tech, low-tech, and high-tech tools. Some assistive technology tools cost nothing, and others can be fairly inexpensive." (Sullivan 2009, Easy Ways to Bring Assistive Technology Into Your Classroom)
All of these interventions aim to facilitate an equal playing field for all students of all abilities and experiences to learn, participate, stay safe and have fun!
According to People For Education "How Education is Funded in Ontario" article, the funding system is clear. The principal decides on a budget from the school board, the school board makes the decision of allocating funding to the individual schools primarily based on the number of students enrolled per school, then the province funds the individual school boards based on the number of students in total, number of schools, number of students per school, and the percentage of high/ special needs students. Funding is flexible as students needs based on community demographics adjust. This means that the school board has a lot of control over how the money the province funds them is spent. Funding for special needs education is declared "enveloped" and cannot be spent for other purposes. Grants for "special education" are added on top of the per pupil model (i.e. whether the school gets a teacher- librarian, more technology, more guidance services etc).
Assistive technology would not be implemented and common in most classrooms, regardless of school community demographics and funding, without government or teacher support. It is obvious to be necessary. From my research, the lines between how assistive technology is funded (from the school, board, or province) is blurry. What would happen if a student who does not have an IEP, is not identified, classified as "special needs" or have EA support but would benefit from using a Chromebook, speaker, or magnifier more regularly than another non identified student? Whose responsibility is it to provide and implement the assistive technology? Who is paying for it? Do schools that have more students with less IEPS where the school community demographics are low receive less funding than schools with less students but more IEPs where the school community demographics are higher? How does "inclusion" rather than "integration" play into this money talk? I am curious to the criteria/ process of specific schools receiving funding for their students. As there is only so much money in the pot, at each funding level, schools and school boards must plead their case to best support their students financially for both their special education and non- spec ed students.
For more information on "how to make the most of funding", check out this video by Autism Ontario https://www.youtube.com/watch?v=o36ZuyBpUwA.
What are your experiences with assistive technology funding at your school?
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