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Ben Mitchell, Landmark College faculty member in the Integrated Language Community, has emphasized more than once, "Assistive technology works only when combined with work on skills. Then students make enormous gains." Why is this so? Why not focus training on the software? Won't students then be able to apply the functions to their individual needs?
Acknowledging Expectations/Attitudes
For those who do not have a learning disability, it may be hard to imagine resistance to the use of assistive technology, but it is a common reaction. Some students may prefer to spend time developing their study skills, rather than developing computer skills and depending on technology. Others may think the process is too cumbersome and time-consuming, especially in the beginning.
The instruction process should include:
• An orientation or overview of the software's functions;
• A discussion of the benefits and limitations;
• A sharing of personal opinions, goals, and fears about using computers and the specific software.
Explicit instruction, allowing for student feedback, is vital. When introducing students to assistive technology and/or software, it is important to build in time for students to discuss their expectations and attitudes towards the software. Getting concerns and unrealistic expectations out in the open is helpful to students and the instructor/trainer. Simply being free to express concerns may relieve tension they feel about using AT.
It is helpful to ask the students:
• What do you think this software will enable you to do?
• How much time do you think you will need to become comfortable using it?
• What might be hard about learning to use it?
Practice should first be designed to help students develop facility in using the software. As soon as possible, it should be applied to relevant tasks, such as assignments for classes.
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