post-secondary AT. There remain several barriers
to obtaining and being trained to utilize AT. Additionally, there is a lack of experimental studies regarding AT to help guide teachers, who are trying
to implement AT in their students individualized
programs. Further, despite the clear legal requirement to consider AT in a student's IEP, courts are
still ruling in favor of school districts that can
show adequate progress was made towards a
student's IEP goals without assistive technology.
This issue could be compared to a negative feedback loop (Appendix A) that merely perpetuates
itself within each student's program. Each article
summarized in this discourse recommends strategic actions to be taken so our society can better
serve students with visual impairment who are receiving special education services. What can be
done in response? In the field of visual impairment, teachers, students, parents, and administrators can look specifically at the Expanded Core
Curriculum to guide AT use and implementation.
Students who are provided access and training
using AT have better outcomes for independent
living, job access, and self-sufficiency.
References
Andrea, F. M. D., Kelly, S. M., Wolffe, K. E., Zhou,
L., Griffin-shirley, N., Kelley, P., Banda, D. R.,
et al. (2012). Special Issue on Technology
Contents, (November), 1–158.
Alper, S., & Raharinirina, S. (2006). Assistive
Technology for Individuals with Disabilities : A
Review and Synthesis of the Literature, 21(c).
Bell, S. M., Cihak, D. F., & Judge, S. (2010). University of Tennessee. International Journal of
Special Education, 25(3), 110–118.
Centre, L. I. (2012). Use of Tablet Technology in
the Classroom NSW Curriculum and Learning
Innovation Centre. NSW Curriculum and
Learning Innovation Centre (pp. 1–143).
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