May 9: Is it a Framework or a Model and Does it Matter

First off, I want to say that I am stress free. Three weeks ago, the confusion surrounding models of planning for assistive technology integration and frameworks for integrating assistive technology and the fact that I could not clearly find only 5 models would have had my brain spinning in circles and a tension headache. This week, my level of comfort with the topic is such that I thought who cares that they are all these different models, frameworks and letters in upper case. Once I read the information about each model, I realized that they were all basically focusing on the same elements and it didn’t matter which acronyms I choose for my presentation. I picked four models and explained them and I did not worry for a second that a model I picked was not one of the ones that could or should be used. The goal of matching the technology to the student’s needs and making the technology work within the environment in which it needs to be utilized is what’s important. A clear decision making process that guides and that involves collecting data and using this data to make the best decision for the student, needs to be the focus of any model or framework of incorporating assistive technology into a student’s life. The following quotation identifies the importance of a strategic approach to implementation, one which considers both the students and the classroom: “While it is recognized that ACT can have a positive impact on learning for students with learning problems, the process for the integration of assistive technology into the curriculum is more complex. A well documented gap exits between the potential of ACT and the realities of the classroom (Edyburn, 2000, 2004; Zabala, 2006; Zabala et al., 2000). Educators need easy access to professionals with expertise in technology and pedagogy. Technology strategic planning is essential “ (Morrison, 2007). For Wednesday’s class our assignment was to research and create a PowerPoint that identifies the four models of assistive technology planning and implementation. Three students would present in class and Barbara would view the rest of the PowerPoints privately. Karla, Sherry and Dallas were the lucky winners. All three had very informative PowerPoint with some similarities and some differences between the information presented. It was interesting to see the different information and ideas. Their presentations illustrated that there is not a standardized assessment tool, model, framework for guiding decisions around assistive technology as this group of users is too varied and the technology is constantly changing. I feel that it is very important that at least one of the members on the team that is involved with the technology integration is an expert who keeps current on the evolving technology. (It drives me crazy that I cannot have paragraphs in the blog!) All models and frameworks identify four main areas of focus: the student, environment, task and tools. Barbara said that the South Shore Board includes time as one of the considerations too. When considering the student, the strengths, areas of need, attitude towards the technology, and support both family, external agencies and teachers, need to be discussed. The environment looks at where the technology will be used and any challenges which arise from the physical space that may impede the smooth implementation of the technology. The task, what the student needs to be able to do and how the student needs to be assisted in order to complete the task are another key component to the planning. Finally, what technology will allow to the student to complete the task within the environment it needs to be completed is examined. It’s important to choose the lowest tech option. Students’ attitude and their willingness to actually use and their comfort with the technology and holding reasonable expectations for the tools are also important as research has found that if a person is not secure in the use of the technology he/she will abandon it. Teachers’ level of comfort is very import as they are the ones to support students with the integration. This is disturbing as many teachers in studies, indicate that they feel uncomfortable and uneducated about assistive technology. This info identifies a real need for boards to provide inservicing to teachers around assistive technology. Other important points to consider involved including the student in the planning whenever feasible, having a team approach, collecting data, the documentation of results, and continuing to observe and make changes as the child grows, the technology evolves and or the task demands changes. We need to find what students need to be successful and we need to support them so they can be successful.