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Assistive Technology is not a panacea. Although it offers many benefits to students with learning disabilities, there are implicit challenges to incorporating it successfully.
Teacher and Student Attitudes
Whether intentionally or not, teachers themselves can prove to be obstacles to implementing assistive technology. It may be because they consider using technology to be an easy way out, or if they are inflexible when there are difficulties, as there often are, with technology. As it becomes more widely available, research may help convince reluctant teachers to reconsider their position, to embrace and encourage students to use assistive technology, and to be open to experimenting, observing, and learning what works best with their students.
It is understandable that some students with learning disabilities may resist the idea of relying on assistive technology. They perceive using a "bypass method" as cheating. These individuals often prefer to use technology as a remedial tool. However, for many college-aged students with learning disabilities who have had years of schooling and still face significant reading and writing difficulties, remediation is a slow path, compared to the expeditious use of assistive technology. Conversely, other students who have been liberated by technology hold the view that it is an essential learning tool rather than a bypass method. The more one reads and writes — regardless of the method (traditional or assisted by technology) — the better a reader and writer one becomes.
Demands of Technology
Computer technology is live — not static. This is a strength, but it also presents a variety of challenges. Many may find it daunting to imagine integrating technology into the way they learn because of the "never standing still" feeling of technology. However, once there is a commitment to begin using assistive technology, the advantages of these powerful tools often outweigh the complications of continual upgrades. Like any new skill, learning requires energy, practice, and commitment.
Acquiring assistive technology is not a one-time expenditure. The rapid acceleration of technological advancement can discourage those who are reluctant to make an investment. Hardware and software may need to be upgraded. There will also be continuing training and maintenance costs. The financial demands must be recognized and incorporated into the budget process, in a prudent manner.
Access to Technology
Availability is another potential barrier to students' use of assistive technology. Technology can be costly for both schools and students. Not all colleges provide access to assistive technology labs. When they do, there may be only a few computers or programs. Often, the lab may not be open when students typically need it. Many college students find it hard to absorb the cost of investing in a fast-processing computer with additional hardware such as a scanner, headphones, and printer. In cases of extreme hardship, there may be agencies or service providers who can help students acquire the technology needed to enhance their learning.
Publications such as How Do I Pay for It? A Guide to Funding Assistive Technology Equipment, compiled for The Vermont Assistive Technology Project, can provide useful suggestions and information. It is important to remember that the cost for technology is an investment to help students achieve academic independence and success.
Training the Student
If the student is not supported in learning to use the technology, the results may be worse than having no access to technology at all. Without proper training on how to best utilize software, students may be unable to use the technology as efficiently as it was intended, and they may give up too quickly. Even the simple functions, features, and shortcuts of a basic word-processing program can be easily overlooked, if the user has never received training for such software.
This underscores the importance of providing training to students with learning disabilities. It is up to the institution to plan how to implement training and support. Some colleges and universities offer courses in various software programs, some provide technology training in computer labs, and others offer explicit assistive technology training through a support service office or assistive technology lab.
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