Question #1

In the response to question #1, Kim and Chris indicated through source data 1) that many researchers and others cite teacher belief and resources as the greatest barriers to advancing the implementation of classroom technology. In addition, it was noted that teachers have demonstrated facility with basic technology (i.e. word processing, web use, e-mail, etc.). This writer states further that overall teachers have only a basic knowledge of using assistive technology as an inclusive practice that will allow students with disabilities to access the regular environment. This writer contends that classroom teachers may not have a working definition and knowledge of assistive technology and its purpose. Further, teachers do not have a clear understanding of assistive technology and the challenges. Often they confuse assistive technology with the broad term technology or interchange the terms with instructional and educational technology. According to Linda Schleff, (Inclusive school communities: Accessible learning environments for all, www.closingthegap.com/ August/September 2007), ), the challenges for today’s teachers is every classroom has increasing numbers of students needing support that is beyond what is available as “standard” in the general classroom. The impact is compounded by funding caps on federal programs, an increasing shortage of qualified staff to provide specialized assistance, and the escalating expectations for student outcomes and teacher accountability. Common individual challenges for participation and learning are cognitive, social/emotional and physical/medical areas that compromise access to learning, life routines, communication and interpersonal skills of students with disabilities. The Assistive Technology Act of 1998 (AT Act), defines a formal, legal definition of assistive technology that has remained consistent since the Technology-Related Assistance for Individuals with Act of 1988 (The Tech Act). Assistive technology can include mobility devices (e.g. wheelchairs, walkers), hardware, software and peripherals that assist students with disabilities in accessing computers or other information technology (http://www.washington.edu./access/articles?1109). As noted by Mundl and Redepenning (And Watch the words appear, February/March, 2008), for example, using the voice recognition device requires specific criteria for the potential user, as well as computer requirements and proper usage. Both the user and the classroom teacher would require training and constant practice. This could be a challenge if the classroom teacher is uncomfortable and unable to understand the concept of voice recognition. The potential for enhancing instruction would not be realized for the user (www.closingthegap.com/). By current estimates more than 4,000 assistive technologies have been designed for students and teachers. Note the examples below:· hearing aids and amplification devices for hearing –impaired to hear what is going on in the classroom;· glare reduction screens and screen amplifiers for visually impaired students to participate fully; and· voice-recognition software for students unable to move their limb;As with other technologies, training is essential for successful use of assistive technology. If the teachers do not understand the devices students are using in the classroom, the device is not effective and is a waste of time and money (http://www.educationworld.com/a_tech/tech/tech080.shtml).

Question # 1

In the response to question #1, Kim and Chris indicated through source data 1) that many researchers and others cite teacher belief and resources as the greatest barriers to advancing the implementation of classroom technology. In addition, it was noted that teachers have demonstrated facility with basic technology (i.e. word processing, web use, e-mail, etc.). This writer states further that overall teachers have only a basic knowledge of using assistive technology as an inclusive practice that will allow students with disabilities to access the regular environment. This writer contends that classroom teachers may not have a working definition and knowledge of assistive technology and its purpose. Further, teachers do not have a clear understanding of assistive technology and the challenges. Often they confuse assistive technology with the broad term technology or interchange the terms with instructional and educational technology.
According to Linda Schleff, (Inclusive school communities: Accessible learning environments for all, www.closingthegap.com/ August/September 2007), ), the challenges for today’s teachers is every classroom has increasing numbers of students needing support that is beyond what is available as “standard” in the general classroom. The impact is compounded by funding caps on federal programs, an increasing shortage of qualified staff to provide specialized assistance, and the escalating expectations for student outcomes and teacher accountability. Common individual challenges for participation and learning are cognitive, social/emotional and physical/medical areas that compromise access to learning, life routines, communication and interpersonal skills of students with disabilities.
The Assistive Technology Act of 1998 (AT Act), defines a formal, legal definition of assistive technology that has remained consistent since the Technology-Related Assistance for Individuals with Act of 1988 (The Tech Act). Assistive technology can include mobility devices (e.g. wheelchairs, walkers), hardware, software and peripherals that assist students with disabilities in accessing computers or other information technology (http://www.washington.edu./access/articles?1109).
As noted by Mundl and Redepenning (And Watch the words appear, February/March, 2008), for example, using the voice recognition device requires specific criteria for the potential user, as well as computer requirements and proper usage. Both the user and the classroom teacher would require training and constant practice. This could be a challenge if the classroom teacher is uncomfortable and unable to understand the concept of voice recognition. The potential for enhancing instruction would not be realized for the user (www.closingthegap.com/). By current estimates more than 4,000 assistive technologies have been designed for students and teachers. Note the examples below:
· hearing aids and amplification devices for hearing –impaired to hear what is going on in the classroom;
· glare reduction screens and screen amplifiers for visually impaired students to participate fully; and
· voice-recognition software for students unable to move their limb;
As with other technologies, training is essential for successful use of assistive technology. If the teachers do not understand the devices students are using in the classroom, the device is not effective and is a waste of time and money (http://www.educationworld.com/a_tech/tech/tech080.shtml).