Technology & Kids with Disabilities - Tayla

Technology & Kids with Disabilities

     In today’s society, technology is used throughout the world and in people’s everyday life. Whether it is texting someone, using the internet, conference call, playing games, skyping with a friend, etc., someone is usually using technology. Now, technology does not come cheap; it is rather expensive. It is especially expensive for students who have disabilities and use technology to improve their education. The students can use IPads, computers, IPod touches, projectors, whiteboards and many others (Maya). But who pays for this equipment to be in school? If the schools should, why should they? Where would they get the funds for the technology? There are so many questions on whom, why and where.  Despite the costs, schools should find funds to purchase new technology for students with disabilities.

     Now here is where the No Child Left Behind Act comes into play On January 8, 2002, the No Child Left Behind Act (NCLB) was put into effect, so that every child, disabled or not can learn. The law states that “as a nation, we will not accept a public school system that educates only a portion of its children.” They recommend a teacher who majors in the important subject they teach. This act also places the children’s education needs first (“No Child”). The No Child Left Behind Act, was not the first act for every child to learn, it is the most recent. There is also the “Individuals with Disabilities Act of 1997(IDEA); required that disabled students, to the extent possible, be taught with nondisabled students in the regular classroom,” (Nichols). For children who have disabilities and need the extra help, the students may require the help of technology. But who provides this technology?

     There is different ways a school can come up with money; writing for grants and raising money are a few. Now what if a school can’t come up with the funds for technology? Hopefully the student’s parent can pay for it or find some way to fund the technology needed. Also, let’s say a school finds funds and raises all this money for certain technology and the student graduates, moves, or something along those lines, and there are no other students with disabilities attending school there. What happens to the technology? Schools can save it, possibly donate it. What schools should really do is find other uses for the technology in classrooms, so it does not go to waste.

     To have a student who is disabled and to have the student graduate is a huge step for the disabled child. So technology can be very useful for them. How does technology help? Disabled children who use technology have had increased outcomes (Whitby). Students with high-incidence disabilities who have used assistive technology in school had showed increased results in “educational attainment and life outcomes.” The assistive technology has helped disabled students after high school “in terms of a paid jobs, wages, and participation in postsecondary education,” (Bouck).  There seems to be more positive effects over negative effects. “Technology has shown promise as an intervention in supporting the receptive language needs by (a) increasing student understanding through visual support of learning materials (b) providing a visual concrete representation of abstract concepts, and (c) allowing for repetition of an activity or model without the effort and risk of inconsistency,” (Whitby).  The only negative outcome is the money to provide the technology, but there are ways to overcome problem (if it is a problem.)

    There are schools out there that exist specifically for students with special needs. It is a problem though, when the schools are not close to the families that need them. These special schools do help disabled students out a lot. A special educator, Mrs. Miller, helped her students with letting them use augmentative or large communication systems, “such as dynamic screen devices and picture-based systems,” (Maya).  Schools should provide these devices or have them on hand to meet the NCLB requirements. The suggestions had been that technology can really be beneficial in school for students who have disabilities (Whitby).

     With all the evidence and studies, secondary schools and post schools should provide the technology needed for students with disabilities. The cost will be pricey, but it is much needed to help these students achieve their goals that they deserve. It may take some time, but in the end, disabled students and the disabled student’s parents will be greatly appreciative.

Works Cited

Bouck, Emily C., Yukiko, and Sara M. Flanagan. “Assistive Technology And Students With High-Incidence Disabilities: Understanding The Relationship Through The NLTS2.” Remedial & Special Education 33.5 (2012): 298-308. Academic Search Elite. Web. 8 Oct. 2012.

Maya Israel, et al. “Using Technology To Support Balanced Literacy For Students With Significant Disabilities.” Teaching Exceptional Children 45.1 (2012): 20-29. Academic Search Elite. Web. 8 Oct. 2012.

Nichols, Joe, Alana Dowdy, and Cindy Nichols. “Co-Teaching: An Educational Promise For Children With Disabilities Or A Quick Fix To Meet The Mandates Of No Child Left Behind Act?.” Education 130.4 (2010): 647-651. Academic Search Elite. Web. 15 Oct. 2012.

“No Child Left Behind.” Florida Department of Education. 2005. Web. 15 Oct. 2012

Whitby, Peggy J. S., Mark L. Leininger, and Kelly Grillo. “Tips For Using Interactive Whiteboards To Increase Participation Of Students With Disabilities.” Teaching Exceptional Children 44.6 (2012): 50-57. Academic Search Elite. Web. 8 Oct. 2012.