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"It is important to start with the curriculum and do a standard task analysis. From there, consider how low-tech devices can provide access to children before looking at more high-tech applications."

Mother of 1st Grader, Elizabeth Garcia

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These amendments mark a significant shift in how educators view assistive technology-which previously had been viewed almost exclusively within a rehabilitative or remediative context. Now, within the context of developing individualized education plans (IEP), technology is being considered as a viable tool for expanding access to the general education curriculum. As such, assistive technology has been expanded to include what has been traditionally thought of as instructional technology.

Denice DeCoste, Director of Assistive Technology for the Montgomery County Schools in Maryland, concurs that IDEA '97 has caused a shift in how educators have expanded their thinking about assistive technology. "We are receiving an increased number of referrals for children with mild disabilities in which the issue is access to the curriculum and productivity once in the curriculum." School-based professionals like DeCoste are finding that the "fix-it" approach taken with traditional assistive technology applications is not appropriate for these new types of technology referrals. "More often than not, instructional issues require us to start with the curriculum and then ask how tools might assist students in achieving the outcomes." 

Technology that supports students in accessing the curriculum does not need to be expensive or complicated to make a difference in learning. Both low tech and high tech applications have been used to ensure students' success in the general education curriculum.

How are educators meeting the challenge of the new law? How are educators expanding their use of technology to ensure access to the curriculum? In some cases, the shift is subtle. For example, let's take a look at an early childhood teacher in Montgomery County, Maryland, who found that the shift involved looking at the curriculum and determining how assistive technology could be a solution to integrating students into the classroom and connecting them to challenging learning goals.

Don't reinvent the wheel each year-when possible use the technology that is already in place.

Promoting Access to Early Childhood Curriculum

To accommodate Robert, who is non-speaking and has fine motor, neurological difficulties, a word processor, printer, and AlphaSmart (a portable word processor produced by Intelligent Peripheral Devices) were provided. "I wanted the technology chosen for Robert to be integrated into the classroom so that he could fully participate in all learning activities," Daye tells us. Daye describes an example. 

Typically, we have children this age do a lot of drawing and illustrating-an activity that is very difficult for Robert. When it came time to illustrate a book report, we considered the instructional objectives. The activity was modified so that Robert could use clip art to illustrate his report. This creative use of technology allowed him to participate with his peers.

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"I don't want my children to miss out on the general education curriculum when they are with me, and so I am constantly developing technology applications."

Considering Assistive Technology in the IEP

"The new requirements in IDEA '97 to consider assistive technology devices and services for all students with disabilities creates a massive task for school districts," reports Gayl Bowser, Coordinator of the Oregon Technology Access Program and President-Elect of the Technology and Media Division of the Council for Exceptional Children. "School districts are searching for tools that they can use to ensure that IEP teams meet the intent and the spirit of the law."

As part of an OSEP-funded project, Bowser and her colleague Penny Reed developed the Education TECH Point system which can be used by school districts as a tool to develop effective assistive technology delivery systems. The TECH Point system offers educators a strategy for identifying specific points in the planning process where AT should be considered. The TECH Points are

•  Initial referral question.

•  Evaluation questions.

•  Extended assessment questions.

•  Plan development questions.

•  Implementation questions.

•  Periodic review questions.

IDEA also mandates that each student with an individualized transition plan must have AT considered as part of his or her required services. With OSEP funding, Bowser and her colleagues are expanding their work into the area of planning for transition. "There are certain issues-such as self determination-that make consideration of AT at this stage unique. For example, individuals should be involved in selecting their own technology, and should be provided technology that they can use independently." 

Summary

Resources on the use of technology for individuals with disabilities.
ERIC Selective Bibliography EB17. (July 1996)