1. Current Trends in Assistive
Technology for K-12 Settings
Kirk D. Behnke, M.Ed., ATP
CSUN
Technology and Persons with Disabilities Annual Conference
February 25, 2013
Electronic resources can be found at
http://bit.ly/ATtrends
Back channel:
http://todaysmeet.com/ATTrends
2. Past Developments
• Shift from a Medical
to Social model
• Universal Design
• Professional
development and
endorsement of
qualifications for AT
providers
• Technological
Advancements
2
3. The Legal Evolution of Access
EHA 1975 Access to schools
IDEA 1990 Access to classrooms
IDEA 1997 Access to general education
curriculum
IDEA 2004 Access to instructional
materials
3
4. Congressional Intent of IDEA 2004
Improved student
performance
Increased accountability
Strong parental participation
High expectations for student
achievement
Linked to the general
education curriculum
Accessible instructional
materials
4
5. Congressional Intent of IDEA 2004
IDEA 2004 affirms emphasis on
Assistive Technology as a
means to support educational
achievement
Requires consideration of AT in the
IEP process
Places responsibility for decision-making with
IEP committees
Requires accessible instructional materials
5
6. 5 Key Issues in Assistive Technology
1. Convergence
2. Customizability and Universal Design for Learning
(UDL)
3. Research- or Evidence-based Design
4. Portability
5. Interoperability
Reference: National Center for Technology Innovation (NCTI)
conference November, 2009
Article by Meris Stansbury, eSchool News 12/2009
6
7. Convergence
NCTI defines this as the consolidation of various
technological systems into “a single platform to perform
multiple tasks”–such as the iPhone and other smart
phones or mobile devices.
Run multiple applications that can support and
accompany students with disabilities throughout their
daily activities.
iSigns communication between deaf students and others
Picture Scheduler, which helps students create and organize
personal tasks
iPrompts, which provides visual prompting tools
e-Book reader devices
online sites for online library of digital books underwritten
by the Education Department for students with qualifying
print disabilities.
8. Customizability and
Universal Design for Learning
According to the brief, customizable AT is designed so that it “can be
configured in different ways to meet the needs of individual users.”
UDL simply means customizing software to meet the needs of a
diverse group of learners.
While much educational software has included customizability in
recent years, NCTI urges developers to include elements of UDL to
help all learners succeed.
Gaming, another technology that recently has gained momentum in
education, is also an area that needs work
Some UDL features for gaming include the captioning of dialog, text-
to-speech capabilities for on-screen text dialog and instructions, the
ability to magnify areas of the screen, the ability to use an adapted
controller in place of the standard one, and customizable colors for
color-blindness.
Other UDL recommendations include offering variations in the
degree of difficulty and additional supports for users, such as guides
and features that highlight important points or reward effective
strategies.
9. Research- or Evidence-based Design
With technology changing so rapidly, researchers are beginning to
realize that studies of AT‟s effectiveness should focus on features,
usage, and the user population, rather than individual products
“As features beneficial to users with and without disabilities become
commonplace on everyday electronics, AT researchers have found
that to stay current, they need to recognize that state-of-the-art
research and evidence may come from other disciplines or from
consumer testing and demands,” the brief notes.
Currently, research that provides information on which features are
most effective for which populations, under which conditions, and for
which tasks is still in the early stages, especially for new
technologies
“the advent of new technologies and multimodal communication
abilities in both mainstream commercial communication devices and
AAC devices has led to further confirmation of research that
multimodal approaches (voice output devices, gesture, sign, facial
expression, picture symbols, and computer-based technologies) are
most effective in meeting a wide variety of communication needs in a
variety of environments,” the brief says.
10. Portability
To help promote independence, portability is critical, says the
report. While the Individuals with Disabilities Education Act
(IDEA) requires schools to educate students with disabilities in
the least restrictive environment, portable technologies are
helping to redefine the mandate of “least restrictive
environment” and are boosting independence.
One example of portable AT is a laptop computer, especially a
netbook. Many of today‟s laptops have a host of accessibility
features, and netbooks allow for an even smaller, lighter
solution.
Taking the idea of portability one step further, says the brief, is
a growing movement toward high-quality, fully portable, open-
source AT. Under this model, students can carry AT software
on their jump drive and use it whenever appropriate.
CLiCk, Speak is one example of software that can be
downloaded onto a jump drive and is described as “the only
free, professional-grade screen magnifier that works across
remote desktop software.”
11. Interoperability
Can mean many things for AT used in school, home, and community
settings. It can refer to a device that can be used on multiple
computer platforms, such as Windows or Mac OS X; or it can mean
“the ability of two or more systems or components to exchange
information and to use the information that has been exchanged.”
Cloud computing, has the potential is growing for AT software
applications that are not installed on a particular machine, but rather
are accessed through the internet from any machine.
“As ubiquitous internet access becomes a reality in schools, this
trend may empower users of specific software licenses to use that
software on whatever machine they are near, thus eliminating the
need for resource rooms or specialized AT labs,”
Another example of interoperability is when programs can share and
compile data.
The brief also underscores the importance of state-of-the-art AT
training for educators, and it lists possible uses for IDEA-based
stimulus funding for schools.
12. National Education Technology
Plan (2010)
1. Technology can fundamentally change the learning
process
2. Technology in the next generation of assessments
3. Connect teachers with peers and experts for
resources
4. Build infrastructure to support access in and out of
school
5. Harness the power of technology
14. Sequestration of IDEA funds
Under sequestration, federal funding for the Individuals with
Disabilities Education Act will be reduced by $1,053,600,000 in
2013, or 28 percent of the total reduction to education
programs.
A $1.1 billion reduction in IDEA federal funds in 2013 will put
the federal contribution toward the cost of special education
back to its 2005 level.
As a result, this will force school districts to either reduce
services beyond what is needed to provide a FAPE to students
with disabilities or supplement the shortfall with local funds
(not likely in this economy)
Close to 15,000 special education teachers could lose their
jobs
Fewer support personnel and possibility of fur-lows
Fewer resources to pay for assistive technology tools and
services
15. Current trends K-12 settings are facing
Aftermath of ARRA funds and the “big spend down”
“…to consider investing in „state-of-the-art assistive
technology and training‟ affords the field a rare
opportunity to define and shape (implementation).”
Provision of accessible instructional materials
Students with Print disabilities who qualify
Students who don‟t qualify as having a “Print Disability”
Common Core Standards
Teachers are preparing for a variety of instructional shifts
with the introduction of the Common Core State
Standards
15
16. Use of Mobile Technologies (and use of AT)
Digital natives using and having built-in technologies
readily available
BYOT/BYOD/BYO-AT
School or District Implementation examples
Lewisville ISD
Katy ISD
Aldine ISD – android tablets
BYO-AT -- Region 4 Education Service Center &
Texas Assistive Technology Network (TATN)
Survey and results
16
17. In conclusion…..
The future of AT depends on:
• a collaborative team effort
to build networks
• increase awareness of AT
devices and services
• the sharing of the common
goal of providing the most
appropriate technology
intervention for the student.
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Notas do Editor
Here are the five most significant trends in AT development, according to NCTI:1. Convergence. NCTI defines this as the consolidation of various technological systems into “a single platform to perform multiple tasks”–such as the iPhone and other smart phones or mobile devices.These devices have the ability to run multiple applications that can support and accompany students with disabilities throughout their daily activities.For example, the brief mentions that students in Taiwan are engaging in an after-school program with smart phones and the General Packet Radio Service (GPRS) network. With this technology, students and teachers are able to interact to an extent that was not possible before.In the United States, an iPhone application called iSigns can facilitate communication between deaf students and others who do not sign. Other iPhone apps for students with disabilities include Picture Scheduler, which helps students with autism create and organize personal tasks, and iPrompts, which provides visual prompting tools to help students understand upcoming events and make choices.Other examples of convergent technologies include e-Book reader devices and online sites that cater to handheld technologies, such as Bookshare.org, which is an online library of digital books underwritten by the Education Department for students with qualifying print disabilities.2. Customizability and Universal Design for Learning (UDL). According to the brief, customizable AT is designed so that it “can be configured in different ways to meet the needs of individual users.”UDL simply means customizing software to meet the needs of a diverse group of learners. For example, a UDL curriculum should offer multiple means of representation (that is, it should give learners various ways of acquiring information), multiple means of action and expression (it should give students several alternatives for demonstrating what they know), and multiple means of engagement (it should motivate and challenge different learners appropriately).While much educational software has included customizability in recent years, NCTI urges developers to include elements of UDL to help all learners succeed.Gaming, another technology that recently has gained momentum in education, is also an area that needs work, says the brief. “Although game developers have not traditionally focused on accessibility and customizability, there is a growing movement to ensure that developers keep these features in mind as they design games,” it says.For instance, some organizations, such as Universally Accessible Games and the International Game Developers Association (IDGA) Game Accessibility Special Interest Group, have supported designing games with customizable features that will make them universally accessible.Some UDL features for gaming include the captioning of dialog, text-to-speech capabilities for on-screen text dialog and instructions, the ability to magnify areas of the screen, the ability to use an adapted controller in place of the standard one, and customizable colors for color-blindness.Other UDL recommendations include offering variations in the degree of difficulty and additional supports for users, such as guides and features that highlight important points or reward effective strategies.3. Research- or evidence-based design. With technology changing so rapidly, researchers are beginning to realize that studies of AT’s effectiveness should focus on features, usage, and the user population, rather than individual products, NCTI says.“As features beneficial to users with and without disabilities become commonplace on everyday electronics, AT researchers have found that to stay current, they need to recognize that state-of-the-art research and evidence may come from other disciplines or from consumer testing and demands,” the brief notes.Even without formal studies or market research, it says, AT specialists and developers can determine utility, interest, and efficacy simply by reading reviews, determining the number of downloads, and talking or chatting online with users.Currently, research that provides information on which features are most effective for which populations, under which conditions, and for which tasks is still in the early stages, especially for new technologies, the report says.Yet initial research in the area of Augmentative and Alternative Communication (AAC) devices has shown that AAC systems with static visual-graphic systems might be more effective for users with autism, whereas other users might benefit more from speech-generating devices.Also, “the advent of new technologies and multimodal communication abilities in both mainstream commercial communication devices and AAC devices has led to further confirmation of research that multimodal approaches (voice output devices, gesture, sign, facial expression, picture symbols, and computer-based technologies) are most effective in meeting a wide variety of communication needs in a variety of environments,” the brief says.4. Portability. To help promote independence, portability is critical, says the report. While the Individuals with Disabilities Education Act (IDEA) requires schools to educate students with disabilities in the least restrictive environment, portable technologies are helping to redefine the mandate of “least restrictive environment” and are boosting independence.One example of portable AT is a laptop computer, especially a netbook. Many of today’s laptops have a host of accessibility features, and netbooks allow for an even smaller, lighter solution.Taking the idea of portability one step further, says the brief, is a growing movement toward high-quality, fully portable, open-source AT. Under this model, students can carry AT software on their jump drive and use it whenever appropriate.CLiCk, Speak is one example of software that can be downloaded onto a jump drive and is described as “the only free, professional-grade screen magnifier that works across remote desktop software.”5. Interoperability. According to the brief, interoperability can mean many things for AT used in school, home, and community settings. It can refer to a device that can be used on multiple computer platforms, such as Windows or Mac OS X; or it can mean “the ability of two or more systems or components to exchange information and to use the information that has been exchanged.”NCTI believes that as the technology industry moves toward software as a service (SaaS) and cloud computing, the potential is growing for AT software applications that are not installed on a particular machine, but rather are accessed through the internet from any machine.“As ubiquitous internet access becomes a reality in schools, this trend may empower users of specific software licenses to use that software on whatever machine they are near, thus eliminating the need for resource rooms or specialized AT labs,” says the brief.Another example of interoperability is when programs can share and compile data. One example is TeachTown, a software program that provides autism services and coordinates data and communication among parents, teachers, and clinicians. Sharing data facilitates communication, boosts the effectiveness of the clinical intervention, and eliminates the need for teachers or clinicians to transfer data manually into the school’s Individualized Education Program (IEP) records, says the brief.According to NCTI, these five trends are critical to defining current state-of-the-art AT; however, technology developers must remember that “keeping it simple” is really the key to successful AT tools.“NCTI hears this plea from … parents and caregivers as well. Too often, the sophistication of the features or interface of new devices precludes easy use by direct consumers or their parents, teachers, and friends. With more students being served in general-education classrooms of up to 30 students, devices need to offer as little complexity and facilitate as much independence for the user as possible,” the brief says.“It’s not just about adding new features to the stuff we already have,” explained Tracy Gray, director of NCTI. “We must ask the question: What do we need to solve, and how can we do that?”The brief also underscores the importance of state-of-the-art AT training for educators, and it lists possible uses for IDEA-based stimulus funding for schools.
According to the brief, customizable AT is designed so that it “can be configured in different ways to meet the needs of individual users.”UDL simply means customizing software to meet the needs of a diverse group of learners. For example, a UDL curriculum should offer multiple means of representation (that is, it should give learners various ways of acquiring information), multiple means of action and expression (it should give students several alternatives for demonstrating what they know), and multiple means of engagement (it should motivate and challenge different learners appropriately).While much educational software has included customizability in recent years, NCTI urges developers to include elements of UDL to help all learners succeed.Gaming, another technology that recently has gained momentum in education, is also an area that needs work, says the brief. “Although game developers have not traditionally focused on accessibility and customizability, there is a growing movement to ensure that developers keep these features in mind as they design games,” it says.For instance, some organizations, such as Universally Accessible Games and the International Game Developers Association (IDGA) Game Accessibility Special Interest Group, have supported designing games with customizable features that will make them universally accessible.Some UDL features for gaming include the captioning of dialog, text-to-speech capabilities for on-screen text dialog and instructions, the ability to magnify areas of the screen, the ability to use an adapted controller in place of the standard one, and customizable colors for color-blindness.Other UDL recommendations include offering variations in the degree of difficulty and additional supports for users, such as guides and features that highlight important points or reward effective strategies.
