CEGV
Conference 1993
"Can I really do that in my classroom?"
"Integrating Computer
Technology Into the Integrated Classroom"
Author: Gerry Kennedy
Manager: Spectronics
Written for 1993 CEGV Conference
"Integrating Computer Technology
into the Integrated Classroom"
Why Integrate?
Yes. You can integrate computers and you can integrate students - together! It
can be done in the primary and secondary classroom very effectively to promote increased
effective use of technology to resolve conflicts, ease the burden on the busy teacher and
cater to individual needs. Equitable access to computer related technologies in the
classroom for children who under achieve or who have a disability (i.e. physical, learning
or sensory impairment) is a fundamental right. They also need to feel comfortable with the
situation and be empowered to interact and work with other students, at their level of
understanding or achievement.
Before it is instigated, the whole process
must be thoroughly investigated by the school staff, parents and advocates and then
suitably supported by appropriate services and resources. Without prior assessment,
evaluation of the student's real needs and the determination of appropriate people and
equipment resources, the outcomes may be unsuccessful or limited in scope.
Getting It Right the First Time
Too often, a student who has a sensory impairment, physical disability or
learning difficulty, experiences frustration when he or she attempts to access appropriate
equipment to meet specific access and/or learning needs. The parents/teachers/teacher
assistants often do not know who to ask, what to ask for or where to find relevant
information. After some initial research, they often discover that the student can usually
use the same technology found in the classroom and can quite happily work alongside his or
her peers. Without consultation, research and proper investigation, this sometimes leads
to inappropriate submissions and purchasing of equipment which becomes a burden rather
than a solution for a student and teaching staff. The school's equipment may need to be
upgraded, modified, adapted or have additional devices attached. This will provide for
successful implementation to occur. On occasions, the additional resources may assist
other students as well.
The provision of existing equipment to enable
students with disabilities to not only survive and cope in the classroom but to facilitate
greater achievement makes sense. Current computer technologies present a number of
empowering features that provide feasible and cost effective solutions. They enable users
to become more independent of others, more productive and better equipped to acquire
skills. The Apple Macintosh, Acorn Archimedes, IBM and compatible microcomputers all offer
enabling solutions and additional utilities to overcome access problems. Many of these
facilities are built-in, come packaged with the system or are available in the public
domain. Many have been available for a number of years, yet are still unknown.
Where To Find Information
Users often need only to ask their suppliers or read the user's guide to discover
a number of useful design features to cater to individual needs. Ignorance and lack of
information regarding these features has been an impediment in the past. Apple has just
recently commissioned a new resource book, titled "Gaining the Edge", which was
written by Peter Pryce-Davies. It has a number of chapters devoted to Apple products as
well as third party products that enhance machine performance or overcome difficulties in
accessing a Macintosh desktop or portable computer. Acorn has also a number of resources
designed to cater to students with learning difficulties, physical disabilities and
sensory impairments. Acorn has also released a new machine, the Acorn A4000S, which has
been specifically adapted to provide resources to meet a range of needs. Apple is rumored
to be working on a similar project as well; information will be available at the
Conference in September.
Access DOS and Access for Windows provide a
number of access solutions for users of IBM and compatible computers. I have found many
useful software utilities and applications in Shareware libraries over the past five years
for all three platforms. Bulletin boards and user groups are ideal resources. Magazines
and journals such as OnLine (available from the Low Incidence Support Group, Ministry of
Education in Queensland), the Australian Remedial Education Association Journal special
computer issues (e.g. December 1992, September 1993) and the six issues of Closing the Gap
newspaper from the United States will also be valuable resources. The Special Education
Computer Interest Group newsletter, Views on News, Special Needs Computing Council
Resource Booklet, the Technical Aids Liaison Group's quarterly newsletter Technitalk as
well as other locally produced resources are also invaluable in providing up-to-date
information regarding new products, services and people resources.
Software and Adaptive Solutions
Software that "reads the screen" provides large print and voice output, voice
recognition systems enable users to talk to their computer. Membrane or touch screens
provide direct access, adapted joysticks, turbo mice and trackballs cater to physical
disabilities, and onscreen keyboards and alternate keyboards provide alternative input
methods. Various technologies are available on all of the major microcomputer platforms.
Amiga and Atari computers have some adaptive solutions as well. In the past, many
modifications and add-ons were readily available for the BBC series, Apple II series and
Commodore 64's as well as earlier DOS based IBM's. Putting together a cost effective,
workable "computer package" is not only feasible, but far more powerful and more
encompassing than ever before.
Emerging technologies are providing even
greater scope for modification and customization. The small, hand-held Personal Digital
Assistants, such as the Newton MessagePad, may require some further add-ons or enhancement
before they can be readily accessed by people who are vision impaired or physically
disabled. These technologies of the nineties, together with portable telephones,
fax/modems and televisions, will prove useful in further enabling students who are either
located in remote or inaccessible areas, immobile or constantly hospitalized and away from
their school environment and resources.
Meeting the Needs of All Users
To argue the case for equipment to meet general needs has to be put into proper
perspective. The opportunity for some schools to acquire technology for technology's sake
has disadvantaged some students in the past. Using them as a means to an end has caused
conflict of interests and arguments concerning ownership, usage and student's rights to
the equipment if they leave or move to another campus.
Schools must determine WHY they consider
computer-related technologies necessary for a student or group of students. Then, careful
consideration of HOW it will be implemented and BY WHOM must be resolved BEFORE any
submission is proposed. Training time and learning curves for staff and students must be
determined and carefully allocated as per time and cost factors. Provision for ongoing
support and transition of the student(s) through the school need to be addressed and
documented. If the computer is to provide solutions for more than one student, a team
approach is therefore necessary. Ownership issues, support structures and daily
organisation of resources can be met in advance. Forward planning will help resolve
potential conflicts and will avoid hiccups in later provision in the classroom(s).
There are in existence a number of computer
solutions. The real need is in the accurate determination of the necessary PEOPLE
resources to adequately cater to the needs of the student's equipment problems and
requirements. Computers will assist students in providing practical, useful and empowering
software solutions. More importantly, teaching strategies to support them will be critical
in order to maintain them properly. These strategies will be crucial in order to guide and
assist teachers in mainstream schools who often struggle with so many confusing and
conflicting issues, not to mention other new technologies in the classroom. Teachers are
already hindered and frustrated by lack of information and support. If they do not have
knowledge and workable strategies at hand, the whole concept of providing equipment to
students with special needs in the mainstream classroom may be fruitless and become more
difficult and possibly seen as insurmountable.
Strategies to ensure that students and
teachers cope with computer related technology in the classroom to meet special needs
might include:
if possible/appropriate, ensure that the
device is as portable as possible.
ensure that the equipment can
"grow" with the student's needs.
purchase from a reputable dealer who stocks
spare parts, can service and repair the equipment and who knows how to use it (not only
demonstrate it).
have the student's needs properly assessed
(e.g. make an appointment with the Microcomputer Applications
Centre in Altona.
research the equipment thoroughly by
visiting other schools who may be using the equipment and ask them questions re usefulness
and practical applications.
research the equipment thoroughly by
consulting special schools or by discussing a range of options with computer and/or
curriculum consultants.
trial the equipment prior to purchase with
the intended software whilst the student uses real life applications.
have all teaching staff briefed and
inserviced when new equipment is submitted and then again after it is installed.
provide support notes and reading material
for all staff concerned (where appropriate).
provide time for staff to gain hands-on
experience.
have a resource folder for the piece(s) of
equipment organised ahead of time so that any new resources, teaching notes, user guides
or "cheat sheets" may be kept together with the device(s).
ensure that the student and parents are kept
informed as to any change in operation, storage, usage or deployment of the equipment.
have other students work with the special
needs student with his/her equipment.
encourage as much use of the equipment in
all curriculum areas as possible.
encourage all teachers to find ways that the
equipment can become a useful tool for the student in their subject/specialist area.
continually assess the situation, monitor
progress and conduct team meetings to determine future upgrades, enhancements or
modifications.
In Summary
Enabling technology should be just that ... enabling. It should not disadvantage a student
nor frustrate the teaching staff. Administrators should ensure that the equipment be
properly administered and sufficiently supported with appropriate mechanisms. Computers
can be abused and misrepresented. This is usually not due to the fact that they
underpowered or inappropriate for the intended purpose, but that the people responsible
were initially deficient in their research and investigation of ALL of their options.
A child's education is critical for later
learning; provision of employment opportunities and access to community and leisure based
resources. Once we recognise that a student requires some intervention or adaptive
computer equipment, we must be diligent and responsible so that the process is as
successful as possible. The child usually has only once chance ... it must not be treated
lightly. The long-term outcomes can benefit everyone concerned, if we all do the right
thing. Providing computer-based solutions for integrated students can be achieved in the
classroom, if teachers and school administrators do their homework properly!
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