4. Benefits of using Assistive Technology “Children benefit if there is .... a range of interesting, flexible and accessible tools and approaches.” (Parsons and Cobb, 2011, p.363) Relevant Interactive Accessible Supports learning Inclusive Current Motivating
5. Evidential Support “AT encourages personal learning, within and beyond the classroom,” (Barrett, 2011). “AT assists students in developing their own abilities to increase their independence and allows them to accomplish educational goals that they could not otherwise in the same manner or in the same amount of time,” (Rapp, 2005, p.194).
6. Evidence continued... It is used to facilitate achievement of IEP goals. It assists in planning, problem solving and behaviour management. It gives the opportunity to be inclusive in social situations. It develops self confidence, social skills, communication and motor skills.
7. “With so many options available today, it is not enough to ask merely if AT can be provided to perform a task, but also whether it should,” (Rapp, 2011, p.196).
8. Critical Analysis Appropriate use Expense The look Frustration & Unpredictability Safety Access Rapid change Limited research
9. “Educators must select, adapt and use strategies, modifying the learning environment to suit the unique child,” (CFEC, 2004).
10. Barrett, T. (2011) ICT - teach it, don’t fight it. TES Magazine. Bean, I. (2010) SEN resources. Available at: http://www.northerngrid.org/ngflwebsite/sen.htm (Accessed: 4 October 2011). Boyd, L. and Short, R. (2011) ‘Great leap forward’ Communication: the magazine of the National Autistic Society. Bright, W. (2011) ‘Digital magic’ Communication: the magazine of the National Autistic Society. CFEC (Council for exceptional children), (2004) ‘CEC performance-based standards’ Available at: http://www.cec.sped.org/ps/perf_based_stds/standards.html (Accessed: 4 October 2011). Maor, D., Corrie, J. and Drewry, R. (2011) ‘The effectiveness of assistive technology for children with special needs: a review of research-based studies’ European Journal of Special Needs Education, (26) 3 pp. 283-298. Parsons, S. and Cobb, S. (2011) ‘State-of-the-art virtual reality technologies for children on the autistic spectrum’, European Journal of Special Needs Education (26) 3, pp 355-366. Rapp, W. (2005) ‘Using assistive technology with students with exceptional learning needs: when does an aid become a crutch?’ Reading and Writing Quarterly (21) pp. 193 – 196. Roulstone, A. (2000) ‘Disability dependency and the new deal for disabled people’ Disability and Society (15) 7 pp 427 – 444. Shamir, A. and Margalit, M. (2011) ‘Technology and students with special educational needs: new opportunities and future directions’ European Journal of Special Needs Education (26) 3, pp. 279-282.
