NCD's Report: What are the AT Implications?

preservice programs in special education or related services offer sufficient training in AT, with some not offering even one course or class session on this topic. In Parette’s (1991) study, 68% of special education and related service providers indicated that their college training in using technology with individuals with disabilities was insufficient. Sixty-six percent of those surveyed by Behmann, McClellen, and Morrissette (1993) reported a great need for beginning training in AT. Information in all areas of AT was needed by the participants in Parette’s (1991) study.

Lesson II = Teachers and Service providers must demand adequate training!

For me, the findings of the NCD study are depressing because they demonstrate that, for many students with disabilities, their parents, and their educators, little progress has been made. Parents must fight for their children's right to education, just as mine did over 20 years ago. Furthermore, although I had great teachers, they received little, if any support in how to accommodate my needs in the typical classroom. It is sad to think that nothing has changed!

 

References

Behrmann, M. M., Morissette, S. K., & McCallen, M. H. (1993). Assistive technology issues for Virginia schools [Technical report]. Submitted to the Virginia State Special Education Advisory Committee. (ERIC Document Retrieval Service No. ED 370 339).

Church, G. & Glennen, S. (1992). The handbook of assistive technology. San Diego: Singular Publishing Company.

Parette, H.P. (1994). Professionals working with people with disabilities: Technology training implications for teacher education. Little Rock, AR: University of Arkansas University Affiliated Program. (ERIC Document Retrieval Service No. ED 333 679).

Todis, B. (1996). Tools for the task? Perspectives on assistive technology in educational settings. Journal of Special Education Technology, 13(2), 49-61.

 

 

Please share your comments on the NCD study and your IDEA compliance experiences below.

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