Assistive Technology to Support Inclusive Education: Volume 14

This chapter describes assistive technology (AT) and inclusive education and examines the juncture where AT works to support the inclusion of students with disabilities in mainstream settings, including classrooms, home and community settings. AT consists of a range of devices and services which work to support students to augment existing abilities, compensate for or bypass difficulties they may experience. Some AT has been specifically developed for functional use, while other, particularly emerging technology, can be adapted for, or used, in an assistive capacity. Where the AT promotes social interaction, curriculum access and the ability to express understanding, there is the potential for heightened inclusion in the classroom.

This chapter discusses the SETT Framework – an acronym for Student, Environments, Tasks and Tools – a decision-making tool originally designed to help collaborative teams gather and organise information that can be used to guide decisions about assistive technology (AT) devices and services that foster the educational success of students with disabilities (Zabala, 1995). Explanations and examples are provided both related to the original intent of the framework and how the principles of the SETT Framework have expanded to include not only AT but also other educational services, noneducational environments and other beneficiaries. This commentary is organised around key questions designed to foster rich conversations around the use the SETT Framework in all phases of AT service delivery to support the development of inclusive learning environments and to consider supports and services needed for staff, families and other supporters of students.

While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with disabilities in these countries is often difficult. Many governments in low-income countries experience difficulties in obtaining and supplying appropriate assistive devices and products to people in need; have issues with poor infrastructure and in general lack appropriate knowledge around the types of assistive technologies (ATs) available and how to use these to assist people with disabilities. The authors of this chapter will discuss the use of low-tech AT for students with disabilities in low-income countries, the benefits for inclusion and the difficulties involved. Reference to India will be used to explore the use of low-tech AT in a low-income country. Included in the chapter will be information on an innovative problem-based learning project implemented in six countries (five of which may be considered low-income countries), undertaken with preservice and in-service teachers.

Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and achievement of students with disabilities in mathematics in general and in inclusive mathematics settings in particular. In this chapter, assistive technology to academic and functional mathematics will be discussed; particularly, manipulatives, calculators and other technology-mediated mathematics interventions (e.g., apps or computer programs) will be highlighted.

Given the rise of individuals who have complex communication needs (CCN), it is important to identify appropriate assistive technology systems that can support the individual's communication needs. Augmentative and alternative communication (AAC) systems can serve as a means to assist individuals to communicate independently. The goal of AAC is to enhance or replace the individual's current and limited verbal or written communication skills. This chapter focuses on feature matching, aided communication and the selection process for aided communication systems including low to high technology systems. It also emphasises other key considerations pertaining to person-centred planning such as conducting preference assessments and trial periods to minimise system abandonment.

This chapter explores ways that tablet devices can be used to support the inclusion of students with disability in inclusive classrooms. A short description of the evidence of efficacy of using tablets to support students with disability is provided. Ways to use tablet devices to support students with disability in the areas of communication, academics, organisation and social emotional skills to support their inclusion in mainstream classrooms are addressed. Lastly, barriers to using tablets to support students with disability in inclusive classrooms are described and ways to remove these barriers are suggested.

This chapter considers assistive technology (AT) for learners from an economic perspective. Drawing on human rights and human capability approaches, we suggest that individual practitioners can identify the likely cost implications of provision and nonprovision to support their recommendations and assist funders and policymakers to make fiscally sound decisions. We present a range of approaches to evaluating and documenting the costs and outcomes of AT for learning and education. Policy and resourcing contexts are discussed, as is the role for the practitioner in systemic advocacy for early investment in AT to support individual and societal outcomes.

This chapter explores how robots can be used to design science, technology, engineering and mathematics (STEM) learning that is inclusive and engaging for adolescents with autism spectrum disorder (ASD). The importance of purposefully designed and problematic learning experiences is explored along with an examination of the role and function of meaningful discursive situations and inclusive contexts for learning. The goal of the chapter is to provide a context for readers interested in integrating the use of robots with adolescents with ASD, but it is also of use to those more broadly interested in the use of robots as learning tools. Recommendations for successful use are provided along with a discussion of how to start. This chapter is of interest to K-12 educators and others interested in the use of robots to create opportunities for students to understand the nature of doing STEM in an inclusive environment.

In this chapter, my aim is to describe and analyse conceptually and provide direction for the identification, selection and use of assistive technologies (ATs) to support the education and development of young children with disabilities. The chapter discusses the quality of early intervention practices and the pragmatic role of ATs in delivering effective early intervention impacts. In making this case, the chapter draws upon Vygotsky's cultural-historical theory to illuminate how ATs can be selected and used effectively in schools to enable all young children to thrive in their learning and development in inclusive classrooms.

Wheelchairs and mobility devices are important to enable mobility for students who are unable to functionally walk by themselves to fully participate in daily life. However, they can be enablers or barriers to inclusion and participation for students. Children and adolescents, like other wheelchair users, have a varying number of reasons to use chairs, but what type of chair, how it is used and what type of participation it encourages or discourages is as individual as the child themselves. This is an area of practice that has little evidence on which to base decisions, leading to inconsistencies of provision practice and inclusion in mainstream environments. This chapter will discuss why children use wheelchairs in the first place, then outline some of the typical types of wheelchair available and discuss matching the child to their wheelchair. Barriers to appropriate use of wheelchairs include policy, funding, attitudes and perceived skill set. Children who use wheelchairs often do not gain the motor experiences that their peers do yet are expected to perform skilled wheeled mobility, often without training. Finally, inclusion in school is about inclusion not only in the classroom but also in all activities to do with their school-based communities.

The choice of what type of mobility a child needs is down to their self-defined goals in the context of their school environment, family and general ecosystem. Other forms of wheeled mobility included adaptive bicycles for children who are unable to utilise nonadapted bikes. The basis for assessment for wheeled mobility is the student. The most important part of adaptive seating is to match the student, their self-defined goals and their developmental needs. Barriers to inclusion are discussed. The final section of this chapter includes a discussion of where wheeled mobility is going into the future.

Inclusive education is gaining momentum across the globe. Various types of technology offer necessary supports for students with disabilities in order to access and succeed in general education. This chapter focusses on the implementation of assistive and mainstream technology in inclusive classrooms. The importance of assistive technology (AT) services is discussed. Factors such as coordination and collaboration between service providers, situated training, technology integration with fidelity, and data-driven decision-making are imperative for effective implementation. Several models and resources for AT implementation are presented along with how they offer guidance to general and special education teachers as well as related service providers. Despite some barriers to technology use in inclusive settings, educators should strive to overcome fears and existing challenges in an effort to provide better learning opportunities to all students, including those with unique abilities and needs.

This chapter offers descriptions of many current uses of video conferencing technology for the delivery of assistive technology (AT) services at a distance. It begins with definitions of remote AT services, virtual teams and virtual teamwork and moves to a discussion of the advantages and disadvantages of remote AT supports for individuals, teams and organisations. A review of research regarding the outcomes of remote services helps to clarify ways that assistive technology providers can enhance function and build agency capacity by working, at least in part, in a virtual support environment. The chapter provides a discussion of various aspects of virtual teamwork that affects how individuals work together remotely as well as potential barriers to the provision of remote AT services. Multiple examples are provided throughout as well as descriptions of specific features of video conference technology options that should be considered before adoption. A planning form for the integration of remote assistive technology supports into the array of AT support services is included.

This chapter discusses how assistive technology (AT) has been used in Saudi inclusive schools. It also synthesises issues and challenges that play significant roles in using AT with students with disabilities in inclusive education. These topics include Kingdom of Saudi Arabia regulation and legislation for AT, teachers' attitudes and knowledge of AT, professional development, AT specialists to support AT use in inclusive education and integrating AT in students' Individual Education Plans. Moreover, the chapter explains how the education section in the Saudi Vision 2030 focusses and discusses the enhancement of AT use among students with disabilities in the inclusive education.