Sometimes when we look at a
laptop or a cell phone, we don't always associate those items with the
disabled. However, many students with disabilities rely on items such as these
in order to function on a regular basis and actively participate in class.
Susanna Martini is a student that relies heavily on AT in order to get around
(her wheelchair), participate in school (her laptop), and call for help if need
be (her cell phone). Susanna uses a voice activated software to complete
written assignments, and a laptop with an on-screen keyboard to type, print,
and surf the web. This type of technology has been instrumental in giving
children like Susanna a new lease on life. Susanna is quoted as saying,
"Assistive Technology is the major foundation of my life. Without it I
could not exist as I am today" (Assistive Technology, 2009).
We can all most certainly agree
that the ease at which we are able to use the Internet to do everyday tasks,
and research makes our lives a lot easier. But I'm sure that because of how easy
it is to surf the web, we can also take this technological tool for granted.
Students with disabilities on the other hand, view the Internet as a tool that
not only connects them to the world, but also promotes individualism and
independence; enabling them to do their own research, make connections with
friends, and provide them with a sense of self worth.
For some students, Assistive
Technology goes beyond using the Internet. For those students who are unable to
speak or move freely, AT gives them the ability to do their assignments, work
from home, or tell their parents about their day using sensors attached to
their computers, or utilizing systems that encourage the students to speak on
their own. One such example was shown in Josh's Story. Josh is a
young boy with Autism Spectrum Disorder who was initially non-verbal, and
non-participatory in class. With the help of a 'super talker', he has come
leaps and bounds. Where Josh was unable or reluctant to speak, Assistive
Technology has helped him to establish himself as an independent student,
and encouraged him to be more actively engaged in class, rather than wandering
around as he had done before the technology was introduced. His confidence has
grown, and he has been able to participate in class and positively interact
with his peers, as well as communicate his needs and wants verbally. AT
was essentially a launching pad for Josh to become an active participant in
class and at home.
There are other technologies at
work that also enable students to participate in activities they may otherwise
not be able to. For example, a young student by the name of Lucas Bratcher was
introduced in the video, Assistive Technology. Lucas has limited
mobility, yet plays in the jazz and marching band at his school. Because of AT,
he is able to use his laptop to help with his homework, and has learned to play
a euphonium horn using a machine with a joystick attached to his instrument.
Because of the success Lucas has experiences with AT, he has become a fine
musician, and hopes that he will be able to get a music scholarship to college.
This is a dream that might not have been possible if it weren't for the
technology available to him.
Assistive technology has allowed these students to
succeed in areas they may otherwise not be able to. It has bridged the gap in
how these students communicate with others, and participate in the classroom.
Unfortunately, some of these types of technologies are not widely
available, affordable, and in many circumstances, parents, students, and
teachers are either unaware of the technology available, or have not been properly
trained on how to use them. Hopefully with the technological advancements being
made and the rate at which people are using them, this gap will surely close,
and all students who have a disability will have easy access to these tools
that have proven to be a positive good.
