Technology Enabling the Disabled

Technology Breaking Down Barriers

Technology breaks down barriers presented by physical or mental challenges by offering a simple way to communicate, complete assignments, and research information. Physical and mental challenges are notorious for inhibiting students’ abilities to communicate with their peers. Whether it is a symptom of the mental or physical challenge or a product of self-consciousness, students struggle to converse with others. It is difficult for students with mental and physical challenges to share their opinions, feelings, and knowledge in a formal setting. By communicating with others through technology, students are enabled to hold a normal conversation while feeling comfortable and confident. Students with physical and mental challenges may need more time to complete assignments in a physical school setting due to difficulties with handwriting. Using technology to complete assignments (i.e. typing responses, voice to text technology, etc.) may help students with physical and mental challenges by allowing them to complete classwork faster and keep up with the pace of class. Students struggling with physical and mental challenges may also struggle to read and turn pages of books preventing formal research to take place. Students can use technology to view e-books and conduct research of their own.

What a Great IDEA!

IDEA is the Individuals with Disabilities Education Act. It is legal documentation created to protect and provide opportunities for students with disabilities (United States Department of Education, n.d). Within IDEA, is the Office of Special Education Programs (United States Department of Education, n.d). This office helps equip classrooms to help every student in need of support (United States Department of Education, n.d). Anyone can contact the Office of Special Education Programs to access federal resources for stakeholders, resources for grantees, or for assistance locating centers and grants (United States Department of Education, 2018). This office’s initiatives revolve around providing resources and funding for students that typically need more attention. This funding could assist students with physical and mental challenges by giving them access to special learning centers. It could also help students in traditional school settings obtain learning tools that would be difficult for their families and school districts to purchase. The Office of Special Education Programs may also provide government funding for special education programs in American schools. These programs provide services to meet the needs of students with special needs. The office works under their initiatives to place students in environments that will maximize their educational processes.

Technology Is Universal

The Universal Design for Learning guidelines are designed to produce “expert learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed,” (CAST, 2018). Technology enhances the UDL guidelines by providing new and exciting ways to follow the guidelines as well as making the learning process possible for all students. The Universal Design for Learning guidelines are divided into three sections: “Multiple means of engagement, representation, and action and expression,” that can be enhanced by technology (CAST, 2018). The action and expression section is especially enhanced by technology. There are guidelines involving multimedia communication, utilization of assistive technology, and other concepts that can be connected to technology (CAST, 2018). If students are permitted to actually use the specified technology in their pursuit of accomplishing the goals, they can learn a great deal and enjoy their work. By incorporating technology into their guidelines, Universal Design for Learning also makes their ideas accessible to students with mental and physical challenges.

ADA in the Classroom

The Americans with Disabilities Act (ADA) is a legal document created in 1991 to ensure that individuals with disabilities will have "accessibility to place of public accommodation and commercial facilities," (Department of Justice, 2014). These guidelines include school buildings. Both the architecture and classroom procedures are affected by ADA and technology. Technology does not necessarily mean computers and the latest products released by Apple. Technology is simply a new invention that can help people complete tasks in easier methods. In school architecture, there are automated doors for handicap students and community members to use (Department of Justice, 2014). In the classroom, wheelchair bound students must have full view of the whiteboard and image produced by the overheard projector (Tomei, 2015). According to ADA, if it is impossible for the student to achieve this or if the wheelchair placement is inconvenient for classroom flow, the teacher must provide an alternate option for the student to view the presentation (Tomei, 2015). The teacher may choose to give the student an iPad with a livestream video of the whiteboard playing or the PowerPoint presentation. The wheelchair bound student would then have full view and access to the class lesson like his/her peers.

Trying AEM

One specific technology that can be utilized is accessible educational materials (AEM). AEM is a type of technology or class material that “provides access to learning content and activities, diminishes the impact of sensory, physical and cognitive disabilities, and offers opportunities to improve learning,” (National Center on Accessible Educational Materials, n.d). Although accessible educational materials (AEM) does not ensure the most efficient learning process, they do help students with physical and mental challenges (National Center on Accessible Educational Materials, n.d). This presentation of material is tailored to students with disabilities and will be the most helpful source of information to that individual (National Center on Accessible Educational Materials, n.d).

Enabling the Disabled in My Classroom

In my classroom, I can see myself utilizing technology to help all children. In modern culture, students of all academic levels seem to benefit from technological integration. I plan on offering options to my students. For example, during free time students will be permitted to play educational games on the internet. Students will encounter technological learning resources during lessons involving math stations. Students will also utilize the numerous apps offered by GSuite to maximize their learning process, creativity, efficiency, and technological understanding. I will suggest technological accommodations and modifications for my challenged students. I love that the next generation is united by a simple idea like technology. Technology does not divide the academically elite from the academically challenged. Rather, it brings together all people and provides opportunities for success for everyone. I am excited to build upon this unifying passion and help all students reach their highest potential through technology.

References

       CAST. (2018). The UDL guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/?utm_medium=web&utm_campaign=none&utm_source=cast-about-udl

       Department of Justice. (2014). ADA accessibility guidelines for buildings and facilities. Retrieved from https://www.ada.gov/1991standards/1991standards-archive.html

       National Center on Accessible Educational Materials.K-12 & AEM. Retrieved from http://aem.cast.org/supporting/k-12-aem.html#.W9ISUqeZORt

       Tomei, M. (2015, Nov 11). Decoding ADA standards for classroom AV. Retrieved from https://campustechnology.com/articles/2015/11/11/decoding-ada-standards-for-classroom-av.aspx

United States Department of Education. (a). Individuals with disabilities education act home page. Retrieved from https://sites.ed.gov/idea/

United States Department of Education. (b). Purpose. Retrieved from https://osepideasthatwork.org

United States Department of Education. (2018). Welcome to OSEP. Retrieved from https://www2.ed.gov/about/offices/list/osers/osep/index.html

United States Department of Justice, Civil Rights Division. (2017). The current ADA regulations. Retrieved from https://www.ada.gov/2010_regs.htm