Equal Access to the Digital World

According to Williams and McClintic (2005), our public schools serve millions of children with special needs. The No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Act of 2004 mandate that students with disabilities have access to the general education curriculum.  In order for this student population to successfully access the general education curriculum they must receive supplemental aids and services, or Assistive Technology (Dyal, Carpenter & Wright 2009).

Assistive Technology, or AT, is defined as any piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase maintain, or improve functional capabilities of individuals with disabilities (Assistive Technology Act 1998) as noted by Katsioloudis & Jones (2013).  In other words, AT devices help to remove the barriers that once prevented disabled students from accessing the general education curriculum.

Currently, AT is available to help most students and it doesn’t necessarily have to cost a lot of money.  According to McDonald-Peltier (Anonymous 2011), schools should not overlook the technology they already own.  Most school computers have basic AT already built in.   For example, Apple operating systems offer Universal Access, designed to help users with visual, auditory or motor-skill limitations.  Microsoft Word and PowerPoint are also inexpensive programs that allow teachers to modify curriculum materials.

According to Williams and McClintic (2005), digital textbooks allow teachers more flexibility in delivering the curriculum.  Digital materials can be read aloud with a screen reader, listened to with a portable player, converted to electronic Braille format or modified to meet the needs of the individual learner.  Digital readers also improve access to those students who are unable to physically handle a textbook.

The selection of AT is immense, and the possibilities are endless.  According to Newton and Dell (2011) there are opportunities for almost everyone, in almost every subject area.  There are inexpensive Apps designed to help students in content specific areas, math, world languages, literacy, note taking, executive functioning as well as Apps for students with severe disabilities, just to name a few.

Although it is becoming easier and more affordable to access new technology, school budgets continue to shrink, and the funding is not always available to purchase new technology.  Therefore educators need to work collaboratively, researching and sharing ideas in order to capitalize on all the benefits AT (which may be already owned) can offer our students.      

Newton, D. A. & Dell, A. G.  (2011). Assistive Technology.  Journal of Special Education Technology,

            26.2, 55-60.

Katsioloudis, P. J. & Jones, M. (2013).  Assistive Technology: Fixing Humans. Technology and

            Engineering Teacher, 72.7, 26-31.

Anonymous, (2011)  Assistive Technology Broadens Its Range.  Education Week, 31.1, 5.

Williams, J. M. & McClintic, H. (2005) Digital Technology Offers New Opportunities to People with

            Disabilities. The Exceptional Parent.  35.12, 34, 36-40.

Dyal, A., Bowden Carpenter, L. & Wright, J.V. (2009). Assistive Technology: What Every School

                Leader Should Know.  Education, 129, 3, 556-560.