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The Role of Technology In Preparing Youth With Disabilities - Part 2

The process of creating products that are accessible to people with a wide range of abilities, disabilities, and other characteristics is called universal design. Universal design is defined by the National Center for Universal Design at North Carolina State University as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design."

At this Center, a team of architects, product designers, engineers, and environmental design researchers established a set of principles of universal design to provide guidance in the design of environments, communications, and products.

General principles include:

• the design accommodates a wide range of individual preferences and abilities;
• the design communicates necessary information effectively, regardless of ambient conditions or the user's sensory abilities;
• the design can be used efficiently and comfortably, and
• with a minimum of fatigue; and
• appropriate size and space is provided for approach, reach, manipulation, and
• use regardless of the user's body size, posture, or mobility

The concept of universal design has been applied to all teaching and learning activities. In particular, when producers apply universal design principles as they create electronic and information technology, the products are more usable by everyone, including people with disabilities. They minimize the need for assistive technology and are compatible with commonly used assistive hardware and software. Below are a few examples of accessible electronic and information technology and its benefits to students with disabilities in educational settings.

1. Accessible Web pages allow students with disabilities, including those who have sensory impairments and those with low reading skills, to access information; share their work; communicate with peers, teachers, and mentors; and take advantage of distance learning options.
2. Accessible instructional software (on disks, CDs or other media) and documentation allow students with disabilities to participate side-by-side with their peers in computer labs and classrooms as they complete assignments; collaborate with peers; create and view presentations, documents, spreadsheets; and actively participate in simulations and other computer-based activities.
3. Accessible telephones make communication accessible to everyone, including people with cognitive, mobility, visual and hearing impairments.

Roles of Technology for Students with Disabilities

The following examples demonstrate how electronic and information technology can be used by students with disabilities and contribute to their independence, productivity, and participation in academics and careers. Specifically, technology can help them in the following ways.

1. Maximize independence in academic and employment tasks. Example: A student with a mobility impairment uses a hands-free keyboard and mouse to operate a computer to take class notes, access library resources, and complete papers rather than have an assistant write for her.
2. Participate in classroom discussions. Example: A student who cannot speak uses a computer-based communication device to deliver speeches and participate in class discussions.
3. Gain access to peers, mentors, and role models. Example: In a supported Internet community, a student who is deaf uses email to chat with other teens, gain support for college and career transition from mentors, and meet role models.
4. Self-advocate. Example: A student who is deaf uses a TTY and relay service to arrange appointments regarding internship accommodations with her supervisor.
5. Gain access to the full range of educational options. Example: A student who is blind and uses speech output technology fully participates in an Internet based distance learning course that employs universal design principles to assure access to people with disabilities.
6. Participate in experiences not otherwise possible. Example: a young man with no functional use of his arms and legs experiences completing a chemistry experiment through a computer simulation and observing sea life while swimming in the ocean through virtual reality.
7. Succeed in work-based learning experiences. Example: A student who has no use of his hands independently operates a computer to draft and edit articles in a journalism internship at the local newspaper office.
8. Secure high levels of independent living. Example: A young person who has a developmental disability uses a cell phone to maintain regular contact with care givers as he participates in community activities. Example: A teen with a mobility impairment uses a voice-controlled system to operate the television, turn lights on and off, open doors, and perform other tasks of daily life.
9. Prepare for transitions to college and careers. Example: A student with a learning disability that makes it difficult for him to read uses a computer with a speech output system to explore internship and career opportunities, take self-paced career readiness and interest tests, and research the academic programs and services for students with disabilities offered at colleges of interest.
10. Work side-by-side with peers. A girl who is blind and a boy who has no use of his hands work on the school newsletter with fellow journalism students; she uses speech output technology, he uses a voice recognition system, and other students use standard input and output devices on a local area network in the computer lab.
11. Master academic tasks that they cannot accomplish otherwise. Example: A student with a learning disability uses a set of software tools to support her management of reading, writing and study demands in a postsecondary setting.
12. Enter high-tech career fields. Example: A child who shows interest in engineering at a young age, but does not have the fine motor skills to manipulate objects, gains technical knowledge using the Internet, operates computer simulations of engineering tasks, and develops a solid foundation for college studies and a career in engineering.
13. Participate in community and recreational activities. Example: An adult who is blind can privately cast his vote for President of his or her country because the voting booth is designed to be accessible to everyone.

These and countless other examples demonstrate the important roles electronic and information technology can play as young people with disabilities pursue postsecondary education and careers. First, they realize the same benefits as individuals without disabilities – they write articles, develop spreadsheets, access Internet-based resources and services, work side-by-side with their peers.

In addition to these benefits, however, some people with disabilities use technology as compensatory tools which allow them to do things that are otherwise impossible because of their disabilities. For example, technology can provide a voice for those who cannot speak in the customary way; can allow people to write even though they do not have functional use of their hands; can make it possible for individuals to use the telephone even though they do not have the ability to hear.

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Accommodations vs. Universal Design

How can the creation of universal design of electronic and information technology be promoted? Designing inclusive environments that are accessible to everyone, with and without disabilities, minimizes the need for individual accommodations. Employing the universal design approach to the development of technology devices, facilities, information resources, and services is a critical step towards ensuring that students with disabilities are provided with full access to programs and activities in the school, workplace, and community.

Promoting the use of electronic and information technology standards established by the Federal government can help educational and employment entities move closer to this goal. Librarians, educators and others who purchase technology products for schools need to demand that accessibility considerations be included in the procurement process. Similarly, distance learning program providers must employ universal design principles to make courses accessible to potential students with a wide variety of abilities and disabilities, including those who are blind and use speech or Braille output systems.

A universal design approach to electronic and information technology selection and use in schools can help to reduce technology costs as well as facilitate the transfer of technology from secondary to postsecondary educational settings. It can promote compatibility in education and workplace settings; reduce stigma, cultural, and attitudinal barriers for students with disabilities; and make it easier for service providers to respond to the changing technology needs of students.

Technology choices for people with disabilities should be driven by both short-term and long-term needs. Besides initial purchase, questions about who is responsible for upgrades and technical support during all life stages must be answered. Funding is needed for training personnel to deliver technology services at various academic and employment levels and during transition periods, as well as for increasing technology awareness among all key stakeholders, including parents, educators, librarians, service providers, employers, and people with disabilities.

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Selection

Who will select appropriate technology and provide ongoing support for students with disabilities at various levels in the educational and career preparation process? The planning and implementation of effective technology for students with disabilities requires specialized knowledge and skills regarding legislation, policies, and technology applications and products by those in decision-making and support positions.

These individuals include special education teachers, occupational therapists, community service providers, students with disabilities, families, and technology professionals. Increasing the knowledge and skills of these individuals regarding the availability and potential uses of technology is a critical step towards ensuring that students are provided with the tools and supports that will increase readiness and motivation as they transition to postsecondary education and employment.

Service providers need to have the capacity to keep pace with the rapidly changing technology that can benefit students with disabilities. With the growing complexity of computing environments and number of commercially available assistive technology devices, staff at smaller institutions face special challenges in acquiring and maintaining current information about technology options and the most appropriate applications for students with disabilities.

Full Participation in Academic and Employment Offerings

How can general and special education teachers, career services staff, and employers be better trained to understand the capabilities and accommodation needs of students with disabilities and use technology to help people with disabilities fully participate in academic and employment offerings? Sometimes technology is used in a very limited way to enhance the education of students with disabilities.

For example, a computer might be available to a student in a computer lab, but not used by the student for test-taking because an individual teacher is not aware that the student can use this technology or because they are not sensitive to the need for students with disabilities to complete their work independently as they prepare for postsecondary studies and careers.

Similarly, assistive technology is not always readily available to a student who might, with this technology, be able to participate in work-based learning experiences, such as a summer internship. This problem, in part, can be addressed with increased funding for assistive technology; greater awareness of the availability and potential uses of assistive technology on the part of stakeholders, including educators, career services staff, parents, and employers; and effective coordination between these individuals.

Peer and Mentor Support

How can students with disabilities employ technology to gain access to meaningful peer and mentoring relationships on the Internet? Potential role models who have disabilities and are experiencing success in college and careers are often separated from potential protégés by great distances and both potential mentors and protégés face more complex transportation challenges than individuals without disabilities. Peer and mentor support can be provided via moderated discussion groups on the Internet. Supportive electronic communities can contribute to the self-sufficiency of people with disabilities. Such activities, however, incur administrative time and costs.

Anytime, Anywhere Access to Technology

How can educators and employers assure that appropriate technology is available when and where people with disabilities need it? Sometimes accessible technology is available to a student with a disability in a special education resource center or other isolated location, when it is most needed in the classroom and at home. Often technology available to students at the secondary school level does not transition with them as they pursue postsecondary education and employment.

Funding and management strategies should be flexible enough to provide maximum benefit of technology access for each individual student. Coordinated education and community service systems are essential in ensuring that transfer of technology is a seamless process. This can be facilitated by the development of interagency and/or cost sharing agreements that identify specific roles and responsibilities of agencies to address the technology needs of both students with disabilities who have IEPs and those who do not.

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Promotion of Self-Advocacy, Independence, and Self-Determination

How can parents, educators and service providers encourage students with disabilities to use technology to self-advocate, perform daily tasks independently, and move toward self-determined lives? Successful transition is integral to a student's realization of postsecondary education, employment, and adult living objectives. Like all other aspects of the transition process, the role of technology should be addressed in a way that maximizes the involvement of the student.

Student transition plans should include self-advocacy objectives in the technology area so that students are able to articulate their technology needs to others (e.g., teachers, professors, employers) and access training and support throughout their lives. Ideally, by high school graduation, students with disabilities are experts on the types of technology that serve them best, the technical support requirements of their systems, and resources available to them.

Work-based Learning

How can students with disabilities gain access to high-tech work-based learning experiences to prepare them for the world of work? Internships, job shadows, service learning, and other work-based learning experiences can help students with disabilities gain job skills, explore accommodation options, and learn to use technology in work settings.

Such experiences can improve their chances for a successful school-to-work transition. Individuals who coordinate work experiences for high school and college students as well as participating employers need greater awareness of the potential contributions and accommodation needs, including assistive technology, of students with disabilities.

Stakeholders should work together to assure that students have access to appropriate technology for employment settings and that students are included in the process in such a way that they gain the knowledge and self-advocacy skills they need for success in postsecondary education and careers.

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Legislation and Policy

How can the maze of confusing and conflicting laws, rulings, and policy be simplified? Policy makers and advocates should explore ways to clarify existing legislation and use consistent terminology and standards. Dissemination of current laws, policies and resources should be tailored to the needs of various stakeholders and disseminated widely. Differences that occur as students’ transition between academic levels and academic and career environments should be clearly addressed.

Policy makers and advocates should also identify and correct inconsistencies and gaps in legislation and policies regarding the selection, funding, and support of assistive technology.

Awareness

How can we assure that key stakeholders have general knowledge of how technology can benefit individuals with disabilities? To be assured that good decisions are made by IEP teams and other decision-makers, all stakeholder groups need to be aware of the types of technology options available to enhance the academic and career outcomes for individuals with disabilities.

These groups include general and special education teachers, occupational therapists, rehabilitation counselors, policymakers, paraprofessionals, pre-service and in-service trainers, employers, interagency and community service providers, students, families, technology professionals, postsecondary disabled student services staff, and medical equipment providers.

Individuals within these groups represent key stakeholders in the process of ensuring that students are provided with appropriate technology and support services as they pursue education.

If stakeholders are not aware of how technology can support students with disabilities, these students will not have assistive technology adequately considered in the IEP process; they will not have access to the full school curriculum; they will not be provided with developmentally appropriate devices and services; they will fail to use technology effectively; and they will not become prepared to self advocate regarding their technology needs in future stages of their lives.

Because of the large number of students with learning disabilities, stakeholder knowledge of how technology can promote the success of this group in educational and employment settings is especially important.

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Research

How can we promote research that will improve our understanding of issues related to technology access for people with disabilities and its impact on post-school outcomes? Mainstream electronic and information technology as well as assistive technology is in a constant state of rapid development. We cannot assume that what was impossible yesterday for people with disabilities is not possible today.

The current conditions, legal issues, potential applications, and challenges regarding the use of technology by individuals with disabilities discussed in this article thus far lead to the implications for practice listed in the next section.

Implications for Practice

Legislation, demands by people with disabilities and their advocates that they be included in all life experiences, increased acceptance of diversity, improved medical care, and advancements in electronic and information technologies have contributed to higher expectations and improved preparation of students with disabilities for postsecondary academic programs, careers, and community involvement. As a result, young people with disabilities are better prepared to pursue higher education and ever-increasing numbers of students with disabilities are attending postsecondary academic institutions.

Technology has an important role to play in promoting the success of people with disabilities in employment and careers. However, legal mandates for computer access for students and employees with disabilities are not always reflected in practice, even within organizations that have developed access policies. Stakeholders are not fully aware of technology options, legal issues, and advocacy strategies.

These stakeholders include people with disabilities, parents and mentors, government entities, paraprofessionals, policy makers and administrators, precollege and postsecondary educators, librarians, technical support staff, and employers. These individuals must diligently work together if the following goals are to be reached.

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Research Recommendations

1. Research is needed to study the extent to which the application of universal design principles reduces the need to provide students with special technology-related accommodations in precollege and postsecondary settings.
2. Studies should be undertaken to explore the relationship between degree of choice and degree of prescription or availability and effective use of technology for people with disabilities (i.e., the value of self-selection, selfdetermination as applied to technology).
3. Longitudinal studies are needed to document the long-range effectiveness of technology in helping students gain access to the general education curriculum and careers. Some research should focus on the value of early technology access and training for children with disabilities. Research is also needed to explore how technology can increase the success of students with learning disabilities.
4. Studies should explore the value of on-line peer and mentor support in increasing the academic and career success and the self-determination skills of individuals with disabilities.
5. There is a need to study state policies regarding how general technology funding initiatives address the needs of students with disabilities; how state policy impacts funding and decision-making at the local level; and the extent to which it includes shared funding through interagency agreements and integration of service systems.
6. Research is needed to explore the progression and cross-application of technology through stages from elementary to middle school and secondary education and how technology can best be integrated into instruction and transition planning to achieve positive postsecondary school and employment outcomes.
7. Exemplary practices need to be identified that increase collaboration among stakeholders to provide students with an integrated and seamless system of technology supports that facilitate transition to postsecondary and career settings. Information is needed about effective models that promote interagency collaboration in the transition process.
8. Research is needed to study effective approaches to the development of student knowledge and self-advocacy skills in the area of technology. For example, effective participation in the IEP process and effective strategies for “negotiating” with teachers and employers regarding the use of technology is needed.
9. There is a need for baseline data on the present knowledge and skills of key stakeholders that can be used in planning and implementing technology training. Targeted groups should include students with disabilities, parents pre-service and in-service teachers, postsecondary instructors, educational support staff, service providers, librarians, and employers.
10. Research is needed regarding cost-effective uses of technology to help educators and others select devices and services that maximize opportunities for students with disabilities while minimizing costs and duplication of services.
11. Information is needed regarding effective training approaches for specific stakeholder groups. With regard to the training needs of students, age and interest-appropriate strategies should be identified. The potential use of Internet technologies (e.g., email, Web pages, discussion lists, bulletin boards) to train stakeholders should be explored.

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Conclusion

The use of electronic and information technology is ubiquitous - in education, employment, community service, and recreation. Computers, the Internet, and other technologies have the potential to promote positive postsecondary and career outcomes for students with disabilities.

However, this potential will not be realized unless stakeholders secure funding; are knowledgeable about technology; comply with legal mandates; and develop legislation, policies, standards, and procedures that maximize the independence, participation and productivity of people with disabilities throughout their lives.

Access to the best technology has to offer should not be considered as an after thought or for use only in special cases, but rather as a basic right. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.

This article is an abridged version of the one written by Sheryl Burgstahler University of Washington, titled The Role of Technology In Preparing Youth With Disabilities For Postsecondary Education And Employment

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