85 14.3 Discussion
Assistive Technology
Over the past five years, technology in classrooms has evolved significantly, enhancing the delivery of education (Converging Trends in Educational and Assistive Technology, 2011). This shift has led to the development of more devices and online applications designed with accessible and customizable features to support the needs of diverse learners. With the use of assistive technology on the rise, there is a promising future ahead for students. Although assistive tools were initially developed to assist students with disabilities, they have now become mainstream technology and are enjoyed by all (Abraham, 2024). For instance, spell-check applications such as Grammarly are greatly beneficial to students with dyslexia but have also benefited other students and professionals in improving their writing skills and identifying grammatical errors (Grammarly, 2024). Examples of assistive tools include screen readers, interactive whiteboards, and digital organizers.
In K-12 classrooms, assistive technology is used to facilitate Universal Design for Learning (UDL), a framework that supports the design of accessible, inclusive, and stimulating learning environments through flexible methods of engagement and representation (CAST, 2024). The Individuals with Disabilities Act requires schools to provide assistive technology to students with disabilities. (IDEA, 2004). Educators must become well-versed in the wide range of available tools, understand their purposes and functions, and learn how to integrate them effectively into K-12 learning environments.
Benefits of Assistive Technology in K-12 Classrooms
Assistive technology plays a significant role in creating an inclusive environment that children with disabilities, their parents, and special educators seek. It is one of the most valuable accommodations institutions can offer (Areej, 2018). When integrated correctly, assistive technology transforms the learning experience for K-12 learners, making learning more personalized, engaging, and accessible to support learners in reaching their full potential (Alsolami, 2022). High-tech AT tools, such as Speech-to-text software, are used to support students by transcribing spoken words into digitized text, which is useful in enhancing communication for students with hearing impairments. Learners who have access to AT gain greater independence (Copley & Ziviani, 2004). A comprehensive study on the benefits of AT found that independence was among the most cited benefits achieved. Students are equipped to complete tasks independently, promoting self-sufficiency in learning. Assistive technology promotes inclusion by enabling students with disabilities to remain in mainstream classes and learn alongside their neurotypical peers. This approach builds social skills and encourages participation in collaborative activities, fostering a sense of belonging while reducing stigmas associated with disabilities.
Barriers to implementing Assistive Technology in K-12 learning
Organizational practices can either facilitate or hinder the use of educational technology to support the needs of diverse learners. Failure to adopt frameworks like the Universal Design for Learning creates barriers for students. A learning barrier refers to anything that challenges or hinders an individual’s ability to access education (Dacus-Hare, 2023). AT devices require repairs and frequent software upgrades to remain current to continuously meet the needs of students, making them costly to maintain (Agree, 2015). Financial constraints are a major barrier to AT in K-12 classrooms. Many schools have limited budgets, which can prevent them from providing students with educational technology in the classroom.
Another barrier to implementing AT is the unawareness of the benefits they provide (Boot et al., 2018). When educators and parents are unaware of the types of tools available and how students can benefit from them, students are at a disadvantage because they miss opportunities to resources that will enhance their learning. Although technology has brought numerous advantages to the classroom, its implementation has presented several challenges. If not integrated wisely, technology can become a distraction in the classroom (Harvard University, 2024). There is a risk that students may use technology for non-educational purposes like social media and gaming.
Excessive screen time is also a concern in the integration of AT in classrooms (Muppalla et al., 2023). Unfortunately, some students have unlimited access to screens at home, and in addition to the access they have in class, they may start experiencing health issues like eye strain and headaches. Therefore, educators must closely monitor students to ensure assistive tools are being used for the intended purpose. In a recent study conducted on barriers teachers encounter when implementing technology, teacher vulnerability and lack of training were reported as leading barriers to implementing technology to support Universal Design for Learning (Dacus-Hare, 2023). Educators expressed that the lack of training support was a major reason for them not implementing new technology. They shared that if they received training, they would be more confident introducing new tools to their students.
Professional development
Professional development (PD) is an internal process where individuals engage in a formal or informal setting, focusing on critical self-reflection of the practice. The process enables professionals to identify areas of growth and take corrective action to improve their performance (Parsons, 2022). Successfully integrating technology into educational settings does not only rely on the availability of the tools but on the educator’s knowledge and confidence to use the tools effectively. Professional development plays an important role in equipping educators with the skills needed to implement technology to foster equitable learning (Schladant et al., 2022). Studies have shown that as a result of PD educators build the capacity to implement AT as a responsive instructional strategy. This Professional Development Intervention Study revealed educators who received PD experienced an increase in knowledge and admitted to being more prepared to use AT to facilitate a culture of inclusion. Educators reported a significant increase in the literacy skills of their students with disabilities, underscoring how instrumental the use of assistive technology is to students when integrated correctly.
Through continuous training, educators remain updated on the latest advancements in AT. With technology evolving rapidly, new tools and features are emerging with innovative ways to support students. Without access to regular training, educators will be inadequately prepared to leverage the benefits of new technologies in their practice (Downing, 2021). Training helps to bring Universal Design for Learners to the classrooms by ensuring every student can participate meaningfully with the content, benefitting the entire class, not only students with disabilities. Additionally, professional development fosters collaboration among educators, creating a support community. Teachers’ readiness to use technology is critical for its integration into the classroom. A lack of preparedness leads to the underutilization of tools, diminishing the possible benefits. In this study on the effectiveness of PD, it has been proven that when educators feel prepared and confident navigating devices, they are more likely to use them to enhance the learning experience for their students (Avci et al., 2020). This readiness can be achieved by hands-on training and practice with assistive tools. By encountering technical issues and receiving guidance on how to troubleshoot them prior to the devices being distributed, educators become knowledgeable of what students may face, but most importantly, they will be skilled enough to assist their students in overcoming such technical challenges. In a study on the influence of teachers’ knowledge on using assistive technology, it was reported that teachers’ knowledge has a positive impact on the use of AT in primary and secondary classes, emphasizing the importance of professional development for educators(Giek, 2021).
Educators trained through professional development recognize the importance of using AT to meet the needs of students with disabilities in K-12 learning and are confident to advocate for their integration into classrooms (Szlamka et al., 2022). When educators know the law and requirements outlined, such as those in the Individuals with Disabilities Act, they are better prepared to initiate conversations with stakeholders regarding integrating AT to create inclusive classes. Advocacy is extremely important for addressing systemic barriers such as limited funding and lack of awareness. This is why professional development is needed to give teachers the skills to push for the integration of AT to create equitable and accessible learning environments where all students can thrive.
