Assistive Technology in a Failing School: Innovative Strategies for Implementation

Laura Rader*
* Assistant Professor/Program Head -Special Education, The City College of the City University, New York.
Periodicity:September - November'2008
DOI : https://doi.org/10.26634/jsch.4.2.622

Abstract

Educators in today’s classroom face increasing challenges which include the changing complexities of student needs, the intricacies of the No Child Left Behind Act (NCLB), the demands of high stakes standardized state assessments and the continuous and often widely publicized issues associated with budget constraints.  With all of these challenges, introducing trends in assistive technology to already overwhelmed and frustrated educators is a monumental task even if students, teachers and schools may ultimately benefit from such implementation. However, assistive technology may be the key ingredient needed to enhance the educational opportunities of all students.

Discovering ways to approach teachers and spark their enthusiasm to use assistive technology to enhance educational opportunities for all students is a daunting yet necessary task.  Consultants who navigate these unchartered territories require creativity and perseverance.  They often begin their journey by initiating conversations and dialogue with directors of technology — recognizing this as fundamental to successful implementation.  However, after consulting with various schools and working with influential school personnel, this is only the first step in the equation.  It is essential to develop unique and innovative strategies to connect with teacher flexibility, patience, open mindedness, positive attitudes, and high expectations.

Keywords

Assitive Tecnology,Special Education, Individuals with Disabillities Education Act(IDEA),No Child Left Behind(NCLB),Document Vocalization Software.

How to Cite this Article?

Laura Rader (2008) Assistive Technology in a Failing School: Innovative Strategies for Implementation.i-manager’s Journal on School Educational Technology. 4(1), 55-63. https://doi.org/10.26634/jsch.4.2.622

References

[1]. Bennett, R.E. (2002). Using Electronic Assessment to Measure Student Performance. State Education Standard, Washington, DC: National State Boards of Education. Retrieved Februar y 1, 2005 from http://www.nasb.org/standard/10_summer2002/bennett. pdf.
[2]. Bridgeman, B., Lennon, M.L., & Jackenthal, A. (2001). Effects of Screen Size, Screen Resolution, and Display Rate on Computer-Based Test Performances (ETS RR-01-23). Educational Testing Service, Princeton, NJ.
[3]. 25th Annual Report to congress on the Implementation of the Individuals with Disabilities Education Act to Ensure the Free Appropriate Public Education of All Children with Disabilities. (2005). Washington, DC: Office of Special Education and Rehabilitative Services.
[4]. Editors (Ed.). (2003). Tech's Answer to Testing. Education Week, 22(35).
[5]. Glassnapp, D.R., Poggio, J., Poggio, A., & Yang, X. (2005) . Student Attitudes and Perception Regarding Computerized Testing and the Relationship to Performance in Large-Scale Assessment Programs. Paper presented at Annual meeting of National Council on Measurement in Education, Montreal, Canada.
[6]. Hasselbring, T. S., & Bausch, M. E. (2006). Assistive Technologies for Reading. Educational Leade r s h ip, 63, 72-75.
[7]. Higgins, J., Russell, M., & Hoffman, T. (2005). Examining the Effect of Computer-Based Passage Presentation on Reading Test Performance. Journal of Technology, Learning and Assessment 3(4).
[8]. Individuals with Disabilities Education Act, PL 101-476. (1990). Title 20, U.S.C. 1400 et seq,:U.S. Statutes at Large (pp. 1103-1151). Washington, DC: U.S. Government Printing Office.
[9]. Ito, K. & Sykes, R.C. (2004). Comparability of Scores from Norm-Referenced Paper-and-Pencil and webbased linear tests for grades 4-12. Paper presented at Annual meeting of American Educational Research Association, San Diego, Ca.
[10]. Johnson, M. & Green, S. (2004). On-Line Assessment: The Impact of Mode on Students' Strategies, Perceptions and Behaviors. Paper presented at Annual meeting of British Educational Research Association, Manchester, Great Britain.
[11]. McHenry, B., Griffith, L., & McHenry, J. (2004). The Potential Pitfalls and Promises of Computerized Testing. T H E Journal, 31(9), 28-31.
[12]. National Joint Committee on Learning Disabilities. (1991). Learning Disabilities: Issues on Definition. ASHA, 33(5), 18-20.
[13]. National Assistive Technology Research Institute (NATRI). (2005). [Assistive Technology State Case Studies]. Unpublished raw data.
[14]. Olson, A. (2001). Data-Based Change: Using Assessment Data to Improve Education. MultiMedia Schools, 8(3): 38-43.
[15]. O'Malley, K. J., Kirkpatrick, R., Sherwood., Burdick, H. J., Hsieh, M.C., Sanford, E.E. (2005). Comparability of a Paper-Based and Computer-Based Reading Test in Early Elementary Grades. Paper presented at American educational Research Association Division D Graduate Student Seminar, Montreal Canada.
[16]. Richardson, M., Baird, J., Rudgway, J. Ripley, M., Shorrocks-Taylor, D., & Swan, M. (2002). Challenging Minds? Students' Perceptions of Computer-Based World Class Tests of Problem-Solving. Computers and Human Behavior, 18(6), 633-649.
[17]. Sim, G. & Horton, M. (2005). Performance and Attitude of Children in Computer Based Versus Paper Based Testing. Available at http://www.uclan. ac.uk/facs/destech/compute/staff/read/publish/chici/ref erences/performanceand attitude.pdf.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.