Assistive Technology Supports for Postsecondary Students with Disabilities

Abstract:

More students with disabilities are entering postsecondary programs than in previous
years (Samuels, 2005). This trend corresponds with the increasing use of distance
learning as an instructional delivery model for postsecondary learners. Effective
utilization of assistive technology (AT) improves achievement outcomes of
postsecondary students with disabilities (Silver-Pacuilla, 2006). AT can also be utilized
to promote the academic success of students with disabilities in postsecondary online
learning environments. In addition, the effective use of AT provides a better online
educational experience for all students, with or without disabilities (Pearson & Koppi,
2002). The researchers detail categories and specific types of available ATs. Identified
barriers to implementation of ATs are discussed. Research-based, best practice
approaches to the utilization and implementation of AT for students with disabilities in
online learning environments at the postsecondary level are shared.

Program Description:

Need for Assistive Technology

The need for assistive technology is often framed in terms of increased demand
for services by students with disabilities. Many cite evidence of the enrollment growth of
students with high incidence disabilities, such as learning disabilities or Attention Deficit
and Hyperactivity Disorder, in postsecondary settings throughout the last decade
(Campbe, 2004; Christ & Stodden, 2005; Day & Edwards, 1996; Michaels, Prezant,
Morabito, & Jackson, 2002; Mull, 2003; Parker & Banerjee, 2007; Pliner, 2004; Raskind
& Higgins, 1998; Stodden, Whelley, Chang, & Harding, 2001; Wolfe & Lee, 2007). The
need to infuse teacher education with assistive technology curricula is linked with
providing students with skills and strategies that will help them when they transition into
and matriculate through institutions of higher education in online learning environments.

Categories and Types of Specific Assistive Technologies

Due to instructors perceptions of providing learning strategies or
accommodations and students ability to independently utilize assistive technologies, it
has been asserted that assistive technologies are the most frequently used supports for
students at the college level (Elliot, Foster, & Stinson, 2003; Michaels et al., 2002).
According to Christ & Stodden (2005) types of support for students with disabilities in
postsecondary settings can be grouped into four categories or constructs: 1) Strategies; 2)
Assistive Technology; 3) Accommodations and; 4) Vocation/Work Support.
Interestingly, students with disabilities tend to cross-use technologies (Fossey, Barile, &
Robillard, 2000). That is, assistive technologies that are designed to support students
with one type of disability are used by individuals with other types of disabilities.
Challenges faced by students with high incidence disabilities are most often in the
areas of reading, organization, memory, listening, math, and written language (Day &
Edwards, 1996). Many assistive technologies, useful for students with learning and other
types of disabilities, have been around for over a decade. These include word processors,
proof reading functions, word completion software, concept mapping and outlining
software, variable speed playback audio recorders, scanners with optical character
recognition, computer screen readers, and speech-recognition systems (Day & Edwards,
1996).
Postsecondary students with sensory impairments benefit from assistive
technologies as well. Students who are blind or who have low vision typically use screen
readers, text-to-speech software, and/or portable Braille notetaking devices (Fossey,
Fichten, Fichten, & Asuncion, 1999). Students with hearing impairments utilize assistive
technologies including visual flash software for alert messages, subtitles for multimedia
presentations, and vocabulary expansion software (Fossey, Fichten, Fichten, & Asuncion,
1999).

Barriers to Implementation and Effective Use of Assistive Technology

Barriers to the availability and use of assistive technology for students with
disabilities in postsecondary settings include perceived and actual financial constraints
(Fossey, Fichten, Fichten, & Asuncion, 1999), lack of administrative support, and the
awareness, skills, and acceptance with assistive technologies on the part of disability
service coordinators, instructors, and students (Cain, 2007; Campbe, 2004; Christ &
Stodden, 2005; Elliot et al., 2003; Michaels et al., 2002). Other barriers to effective use of
assistive technology include network issues, needed hardware, software upgrade and
compatibility problems (Michaels, Prezant, Morabito, & Jackson, 2002), and unavailable
or inadequate training opportunities (Fossey, Barile, & Robillard, 2000). When colleges
and universities are able to overcome barriers and can provide assistive technology for
students with disabilities, the outcomes have been uniformly positive.
It is important to note that it is essential to go beyond ensuring that students with
disabilities have access to the appropriate type(s) of assistive technologies. It is
imperative that the assistive technologies are employed with best-practice, differentiated
strategies to improve student success with the assistive technologies available to them
(i.e. taking scheduled, intermittent breaks during live chats so that students with
disabilities can continue processing the information presented and/or refocus their
attention) (Cook & Gladhart, 2002).

Positive Outcomes for Students

Findings from a number of studies have suggested that the effective use of
assistive technology and instructional accommodations have contributed to effective
transitions from secondary to postsecondary settings (Ochoa, Vasquez, & Gerber, 1999;
Parker & Banerjee, 2007; Silver-Pacuilla, 2006), improvements in postsecondary
academic performance (Raskind & Higgins, 1998; Silver-Pacuilla, 2006; Stodden,
Roberts, Picklesimer, Jackson, & Chang, 2006; Wolfe & Lee, 2007), and the persistence
and graduation of students with disabilities (Sharpe, Johnson, Izzo, & Murray, 2005).

Conclusion

By carefully considering students needs and consulting with appropriate
disability and technology professionals, postsecondary students, both with and without
disabilities, can have productive learning sessions (Cook & Gladhart, 2002). The
literature consistently states that improving accessibility to online instruction for students
with disabilities results in the use of best practice in online learning for all students
(Kinash, Crichton, & Kim-Rupnow, 2004).

References

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