Michael M. Behrmann

Who Is Using Assistive Technology in Schools

All students receiving special education services are entitled to the consideration of assistive technology (AT) devices and services; however, little research is available on who uses AT in schools. This study analyzed data from the National Assistive Technology Research Institutes (NATRI) Status of AT Use Survey to provide descriptive information related to students using AT. NATRI employed multi-stage, nonprobability purposive and convenience sampling, collecting usable data for 682 student AT users. The sample spanned all grades, preK-12, with the largest percentage of students receiving services in a self-contained setting (40.47%). The most common disability was multiple disabilities (27.71%). The results indicate a need for additional research to ensure that students who need AT receive access to it in a variety of educational environments.

Assistive Technology for Students with Mild Disabilities

Details ways that assistive technology can be used in the classroom for students with mild disabilities

Assistive Technology and Literacy Learning: Reflections of Parents and Children

Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use by parents and children examines (a) specific learning characteristics of parents and children selecting and using assistive technology, (b) the impact of technology on their attitudes in the literacy process, and (c) areas of support needed by parents and students in literacy learning. Parents and children used a combination of technologies to meet specific individual learning needs. As a result, customization of the learning task through the use of technology occurred and in return provided enhanced opportunities for engagement and interaction to take place. Parents and children began to learn from each other and from the technology.

Going Beyond AT Devices: Are AT Services Being Considered?.

While efforts have been made in the last two decades to educate professionals about the nature of assistive technology (AT) devices, successful implementation of technology is impossible without the support and provision of appropriate AT services. The current investigation, designed and conducted by the National Assistive Technology Research Institute, examined the status of AT services delivery for students with disabilities across the nation. Professionals serving students who use AT were asked to report the AT services received by their students. Survey responses from 14 states and 60 school districts revealed three themes: federally defined AT services (40.2%), unclassifiable AT services (19.6%), and services that were not AT services (40.2%). Data were also gathered on the professionals providing AT services, the top three services provided by each professional, and the degree to which school systems were seeking AT services from contracted professionals outside the school system. Findings suggest the need for training and increased awareness of AT services among teachers and other professionals working with students with disabilities.

A Brighter Future For Early Learning Through High Tech

Abstract Editorial comment: Infants learn by interacting with their environment. In addition to specific skills, they learn that they can have an impact on the world around them. Handicapped infants with limited movement or vocalization are deprived of much of this interaction. This article describes some fascinating efforts to use computers to help handicapped infants and toddlers develop some control over their environments.

Effects of Video Adaptations on Comprehension of Students with Intellectual and Developmental Disabilities

This study investigated the effects of alternative narration, highlighted text, picture/word-based captions, and interactive video searching features for improving comprehension of nonfiction academic video clips by students with intellectual and developmental disabilities (ID/DD). Combined multiple baselines across participants and alternating treatment designs were employed to evaluate the factual comprehension by five postsecondary participants with ID/DD. Comprehension was measured by the number of correct oral responses after watching regular, nonadapted videos in the baseline phases, as well as after watching adapted videos and after searching videos for answers via hyperlinks in the treatment and maintenance phases. Findings included: (a) the participants improved their factual comprehension of video content significantly after viewing videos modified with alternative narrations and various captioning adaptations, which resulted in additional significant improvements after students had an opportunity to search the video for answers and adjust their original oral responses; (b) the participants performed equally well regardless of the type of captions (highlighted text or picture/word-based); and (c) there was no significant difference in participant comprehension between motion videos and static images. Adapted videos offer innovative solutions for legally required access and active participation of students with intellectual and developmental disabilities in grade- and subject-linked academic curriculum.

Assistive Technology Assessment

The purpose of this study was to examine assessment procedures used to determine assistive technology needs of individuals with physical disabilities during the transition process from school to work. Three assessment protocols were used: 1) a professional multidisciplinary model; 2) a video screening model; and 3) a job coach model. Five students with physical disabilities received each of the three assessment protocols. A multiple case study design was used to evaluate assistive technology recommendations generated by the models for each of the participants. Results are discussed in terms of advantages and disadvantages of assessment protocols with regard to assistive technology recommendations for students in the transition process.

Washington Perspective: What Do Policy Makers Think of Educational Research & Evaluation? Or Do They?

W e l l past midnight on September 27, 1978, the members of the House/Senate conference committee on the Education Amendments of 1978 had reached another roadblock in their efforts to agree on the different versions of the omnibus legislation . Having been at work on and off since 10 a.m. the previous day and anxious to meet the deadline for the close of the 95th Congress, the conferees called upon their staff to work out the fundamentally different approaches to funding programs for the improvement of reading, writing, oral and written communication among the nations learners. It may concern some that such important policy choices are left to the congressional staff; however, it should not come as a surprise since those staffers helped draft the original version, played a significant role in bargaining and coalition building, and established the compromises that were part of the legislative process in each chamber of the Congress. The constrained but significant responsibility, power, and ability of the congressional staff is particularly important for those in the educational inquiry community who seek to have their efforts play a useful role in the formation of federal educational policy. In addition to the functions described above, congressional staff sort issues, generate policy alternatives, draft arguments for debate, filter information, and explicate economic and political costs and benefits of policy choices for the members of Congress. Members of Congress retain final authority to veto staff recommendations; staffers work within the constraints of the policy directions and orientations of the members for whom they work. The volume, diversity and complexity of issues, assignments, and

Designing Picture-Based Software for the Cognitively Young

Software designed for cognitively young individuals (12-30 months) relies on picture representations and contrived selection techniques such as scanning and stepping. Review of available software and accompanying documentation reveals that a number of assumptions appear to have been made regarding the cognitive/motor abilities of children. These assumptions fall into two general categories-cognitive development and specific cognitive skills required for picture recognition. This paper reviews the normal developmental literature related to these two areas and draws conclusions concerning appropriate presentation in designing software for a cognitively young population.

Instructor Interaction and Immediacy Behaviors in a Multipoint Distance Educational Environment: Using Technology to Improve Low-Incidence Teacher Preparation

The purpose of this study was to examine the experiences of professors teaching in a multipoint videoconferencing instructional environment and how they interacted with students in proximate and remote classrooms. Qualitative and quantitative data were analyzed to gain an understanding of the teaching experience and to examine differences between instructor interaction and immediacy behaviors based on student location. Results indicated that no clear difference existed in instructor interaction behaviors with local and remote populations, but that they engaged in more immediacy behaviors with the remote population.