VIDBE-Q Volume 69 Issue 4
Recognizing the benefits of sound teaching models and incorporating AT
into real-life scenarios builds a strong foundation of use cases for the student and
their peers. "Functional outcomes are the only real measure of the success of an
assistive technology device" (Cook et al., 2008 p. 5), making the escape room
scenario a practical environment for assessing the student's skills. The EER is an
activity that allows for universally designed practices. EERs have much to offer
teachers and students in the learning environment. EERS features defined roles,
teamwork, and built-in opportunities for using the AT in a way that demonstrates
the purpose to peers and makes the student an active part of the team.
Designing for Accessible Outcomes
In a general education classroom, there are many opportunities for all
students to experience life skills.
In an EER that recreates real-life circumstances, participants will also be
able to reflect on their own life. Students can experience a situation in which
they need to respond to high-stake situations, trust their own and their
colleagues' competence, work together as a team, settle differences in
opinions, and handle both time constraints and the consequences of not
working fast enough. (Fotaris and Mastoras 2022 p. 3)
With an EER, the educators in the classroom have other roles than direct
instruction. "When to interrupt students' collaboration and what to address can be
