CARSON-NEWMAN COLLEGE

ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION: A CASE STUDY OF A STUDENT WITH AUTISM

A Project Submitted To the Faculty of the Graduate Studies Department in Candidacy For the degree of Master of Arts in Teaching

School of Education

July, 2009

TableofContentsAbstract ............................................................................................................................... ii Chapter 1: Introduction ....................................................................................................... 1 Chapter 2: Literature Review .............................................................................................. 6 

Assistive Technology and Success Rate ......................................................................... 6 Assistive Technology Training ....................................................................................... 8 

Chapter 3: Methodology ................................................................................................... 15 Choice of Method ......................................................................................................... 15 Development of Procedures .......................................................................................... 15 Description of Participants ............................................................................................ 16 Description of Data Analysis ........................................................................................ 17 

Chapter 4: Results ............................................................................................................. 19 Language ....................................................................................................................... 19 Fine and Gross Motor Skills ......................................................................................... 19 Social Interaction/Communication ............................................................................... 20 Behavior Skills .............................................................................................................. 20 Short/Long Term Memory ............................................................................................ 21 Executive Function ....................................................................................................... 21 Attention ....................................................................................................................... 21 

Chapter 5: Action Plan ...................................................................................................... 23 Attention ....................................................................................................................... 23 Communication ............................................................................................................. 26 

Chapter 6: Conclusion....................................................................................................... 28 Further Research ........................................................................................................... 28 

Works Cited ...................................................................................................................... 30 Appendix A ....................................................................................................................... 32 Appendix B ....................................................................................................................... 36 Appendix C ....................................................................................................................... 41 

ii

Abstract

In recent years the number of children who have been placed into special education classrooms has greatly increased, as well as the number of technologies that are available to aid in their success. Research shows that although these assistive technologies are abundant, the implementation in special education classrooms is limited. Further research indicates that educators are not using these technologies because they do not have the training, time or money to use these products effectively. Taking into consideration their benefits, yet lack of use in the classroom, this study examines the barriers that prevent educators from using assistive technology to further the success of students with disabilities. One elementary special educator was interviewed and a third grade student observed in order to create an action plan that will implement assistive technology into this student’s daily routine. This case study revealed each student with special needs is a unique case and must be evaluated and assessed appropriately. Further, there are many options for student with special needs that will enhance their educational experience as well as quality of life.

1

Chapter1:Introduction When was in third-grade, he was surrounded by 24 other energized

kids and was able to function normally in the classroom because of new technologies

(Nitkin, 2005). has been diagnosed with cerebral palsy, a condition that creates

much difficulty in performing simple motor skills such as writing with a pencil. After

seeing his struggles, his teacher was able to find technologies that could be incorporated

into the class so that Justin could remain with his fellow comrades in the normal

classroom. As a third grader, could type away on his Mac computer, could move

around the classroom with his motorized wheelchair and could enjoy a “normal” school

experience. mother said, “I don’t think would have been able to

keep up with the curriculum, and he would have needed to be pulled from class. With the

help of technology, I see him going to college and being able to live really

independently” (Nitkin, 2005, p. 33).

In situation, technology has enabled him to become independent and have

the freedom that he would otherwise not be awarded. He is able to use assistive

technologies, which are teaching and learning technologies like touch-screen computers

and voice recognition software. has been very successful and his teacher

says that she is able to leave him with assignments and he is very successful

(Nitkin, 2005). She also, however, said that she felt pressure to help him succeed.

expressed feelings of nervousness because she did not know how to help him

if not for specialists that were available in the school system. The computers and other

educational technologies were very beneficial to students with disabilities such as

2

but also could have been a hindrance to educators because of the added time it takes to

understand and incorporate them into the classroom.

Similar to kindergarten student is disabled and should be in a

secluded classroom; however, with a computer program called DynaVox, she is able to

stay in the normal room. uses a touch screen computer to communicate with

others so that she is able to stay in the classroom with her other friends.

teacher works closely with augmentative communication specialist

who says that teachers are often intimidated by these technologies but once the

devices can be mastered, “the results can be magical.”(Nitkin, 2005) With the

technology available to and her teachers, she is able to live a more typical

childhood and become successful and independent. The key question is, do the

technologies that are available for children with disabilities, which so clearly enhance

their performance, also create more of a hindrance for the teachers?

Assistive technology is defined by Specht, Howell, and Young (2007) as, “any

item, piece of equipment, or product system whether acquired commercially off the shell

modified, or customized that is used to increase, maintain, or improve functional

capabilities of individuals with disabilities.” Although there is not much evidence that

these technologies are successful in helping students with mild or extreme disabilities,

most students within special education programs are using these products. There

therefore must be some correlation between the use of these products and the success

rate.

For example, a new assistive technology tool, WebQuests, is gaining popularity

with special education teachers across the nation because it uses a computer program to

3

break down tasks for students step by step, to help them better understand what they are

learning (Skylar, 2007). Critics of this program say that it has potential; however, the

program can be confusing to learn, especially with the complex sentences and intense

vocabulary. Students have had difficulty learning the ways to navigate the websites that

they are using to do simple research projects and group activities. The debate exists on

the benefits because WebQuests provide specific steps and lots of structure for the

students, but require some base knowledge which if not obtained, can cause frustration

for students and consequently teachers (Skylar, 2007). A product like Webquests is

supposed to help students with learning disabilities actually be successful but they also

may be an encumbrance for teachers because of the extent of training and preparation

time.

The Consortium for School Networking, has attempted to combat this issue with

their new initiative to take the assistive technologies that are used solely for students with

disabilities and transform them into accessible technologies which provides, “universal

and equitable access by all students to the full range of educational technologies,” (New

Initiative, 2005). The consortium believes that these technologies have been so successful

for children with disabilities that they should be brought into the regular classroom. The

program is believed to be successful because of the specialized teacher kits that will

provide step by step directions for the educators. This will cut down on their planning

time because they will have simple directions which will be complimented with case

studies so that they can choose the best path for the specific needs of each student. The

Consortium also argues that this will also open up the classrooms to be more special

education friendly if the activities can cater to the needs of all students and do not require

4

as much help for the children with disabilities. The consortium predicts its’ efforts will be

able to dissolve the difficulties that teachers have with incorporating technology into the

classroom so that these valued tools will be used to enhance the success of students of all

abilities (New Initiative, 2005).

Many professionals in the field, however, feel that there are other ways to teach

students with learning disabilities rather than using these complex technologies.

moved to Knoxville in 2003 and began her yoga classes for children with

disabilities (cited in Nelson, 2007). She believes that helping children to become

physically stronger and give them physical activity will decrease their stress levels and

therefore allow them to have more success in all other areas of life. a former

special education teacher, works with children with disabilities and puts them in yoga

poses that will increase their physical strength and flexibility. She teaches them poses but

also allows them to create their own, which provides an outlet for their creativity.

has worked with since she was three. Now four years later,

is able to do all of the poses teaches and has created several of her

own (cited in Nelson, 2007). A child with cerebral palsy has found a way to be

successful, build her strength, and gain confidence with an activity that will release stress

and enable her to focus more on her school work without expensive new technologies.

believes that this form of activity will enhance the quality of life that these

children live because they are able to be more active which helps them to lead a more

normal lifestyle. It is clear that these activities can be used to teach children math facts,

reading, rhythm and much more if used correctly and have a very high success rate

(Nelson, 2007).

5

Technology is not only available for the students, but special programs have also

been written for teachers to keep up with all of the paperwork that goes along with each

special education student. Each teacher must submit and Individual Education Plan for

each student in the spring semester. They spend hours filling out forms about the school

and student as well as their academic, social, emotional, and physical success or failures.

This new computerized program allows teachers to fill out all of the paperwork online,

see where the corrections need to be made, and send them into the state and federal

government. Despite the initial training and time to set up the program, teachers have

raved about this new program saying that it increases the amount of time that they are

able to spend with the children and teaching, rather than filling out paperwork. Further,

this technology allows the teachers to be spending more time searching out assistive

technology for their students, while their assistive technology decreases the amount of

time that they spend working on paperwork for the government (O’Donnovan, 2006).

Taking into consideration their obvious benefits yet lack of usage, this study will

explore the needs of students with special needs, the evaluation process, and create an

action plan for a specific student. The essence of this study will be to develop insights

from educators about the needs of students with special needs and discover the process of

evaluating students and implementing new strategies that will further their success. This

study will look at the underlying issues that educators face on daily bases, which do not

allow them to receive the necessary training or have the time to use these devices in their

classrooms.

6

Chapter2:LiteratureReview AssistiveTechnologyandSuccessRate Much research has been completed regarding the use of assistive technology in

special education classrooms. Most recently, Pole (2007) investigated how students with

special needs are able to use assistive technology, which enables them to participate in

the regular classroom. In her article, Enhancing What Student Can Do, Special educators

have over 29,000 assistive technology devices available to them ranging from a simple

pencil grip costing 25 cents to an augmentative communication system which is priced at

$2,500. These technologies can be used to aid students with varying disabilities from

putting socks on to hearing disabilities and physical limitations. According to Pole

(2007), these devices are so important because they enable students with special needs to

be active participants in the classroom instead of feeling out of place or inadequate.

Magan, a first grader who was diagnosed with cerebral palsy used her personalized

keyboard to type the following note to her teacher: “I like people to show me how to do

things, and then let me do them myself.” Students desire to have the independence and

freedom that all other children have and according to Pole (2007), assistive technology is

the tool that will free these students.

A 2001 research study completed by Quenneville (2001) claims that assistive

technology is able to, “compensate for their [the students] disability,” thus allowing them

to live with more freedom. After reviewing much literature, particularly a study done by

Bryant and Bryant (1998), she claims:

Using technology fosters belonging and interactive participation in general education classrooms for students with learning disabilities. Technology increases the frequency of assignment completion and contributes to improved motivation (cited in Quenneville, 2001, p. 4)

7

Further she claims that by increasing the use of AT devices during group activities in a

general education classroom can and in most cases will increase the participation of

students with learning disabilities. In her concluding comments of this study, Quenneville

states that,

The potential of assistive technology for students has not been realized; the future is uncertain but holds much promise. For individuals with disabilities, this technology can be one way to break down barriers to learning (Quenneville, 2001, p. 5)

Educators should therefore be actively seeking out these assistive technology devices

which will enhance the success rates of students with special needs.

In the year 2000, one in six students was unable to benefit fully from the

traditional classroom because of a variety of learning disabilities. Just ten years ago over

5 million students were receiving special education services in the United States. These

numbers have since increased dramatically. According to research conducted by

Hasselbring and Glaser teachers find that assistive technology can and often does level

the learning levels of special needs students and allows them to perform well in a general

education classroom (Hasselbring & Glaser, 2000, p. 104). Another surprising find of

their study is that, “improved learning is dependent upon the quality of instruction and

not on the medium…” (Hasselbring & Glaser, 2000, p. 107). They even claim that

assistive technology enables students to compete in the regular classroom, “without a fear

of being stigmatized.” With all of this support that assistive technology is the key to

success in the classroom for students with learning disabilities, it is surprising to know

that eight years ago only 20% of educators felt adequately prepared to use these devices

in their classrooms. In concluding their research, Hasselbring and Glaser (2000) state that

8

in order to meet the needs of students with disabilities all teachers need specific training

in uses of assistive devices to ensure that the correct devices are being used to their fullest

potential.

Recently Sorrell, Mee Bell, and McCallum (2007) published results indicating

that special education students that used a computerized literacy program were able to

increase their reading scores where as traditional teaching methods did not aid in their

improvement. In this study they tested the success of Accelerated Reader, a computer

generated program, with twelve students in a rural Tennessee town. They tested special

education students as well as regular education students and found astonishing results.

With this computer program, students with special needs were able to increase their

reading level by four words per minutes however students that were faster readers

actually decreased by one word per minute. These students were then given books to read

on their own and their reading level increased by six words per minute. This study

indicates that assistive technology, specifically computer generated literacy programs

increased the literacy of students that are at a lower reading level, however, if used with

students that are faster readers it may inhibit their reading skills. From this study there is

evidence that in order for students to increase their reading abilities, both computerized

technology as well as traditional methods of teaching must be used together.

AssistiveTechnologyTraining

With all of the assistive technologies available as well as the research that

indicates the success of special needs students, it is shocking that most educators do not

use these devices. Alper and Raharinirina allude to several barriers to using assistive

technology in their 2006 literature review and analysis of over 60 studies done in this

9

field. They discovered that most educators do not use assistive technology because they

do not have the devices available to them or have not received efficient training. The

educators expressed a feeling of incompetence and therefore did not use the technology

in their classrooms. Research indicates that they teachers were not able to find software

programs that were appropriate for their students’ particular disability. It has now been

over 18 years since the passage of the Tech Act which contributed to the increased

attention that should be paid to the success of assistive technology with special needs

students and the educators that should be using them on a daily basis are not being

trained. This research discovered that as a nation, the United States is not educating their

special education professionals how to use the technology that is going encourage the

most success in their classrooms.

Further research completed by Smith and Kelley in 2007 indicates that only

approximately 50% of universities are providing classes that train educators how to use

assistive technology with students that struggle with visual impairments and deaf-

blindness. 38 universities were polled in North America via email surveys. Of the 18

universities that currently offer assistive technology courses, three were considered

general assistive technology courses that give an overview of the technologies that are

available for students with a variety of disabilities. Fifteen of these programs however

catalog a course that specifically trains educators on the devices that can be used

specifically for students with visual impairments. This research study concluded that

there are increasing numbers of education programs that require assistive technology

programs; however there is a need for more training opportunities for current educators.

They found:

10

…professional competencies and standards for assistive technology for teachers of students with visual impairments need to be developed. University programs need a framework to guide the integration of assistive technology into their programs (Smith, 2007)

The use of assistive technology is imperative in special education classrooms and

educators need to be appropriately trained in order to further the success of their students

with disabilities.

Yet another study was completed in the spring of 2006 by Wilcox, Guimond,

Campbell and Moore. A random sample of 967 Early Intervention providers was taken

from thirty three states in which they completed a phone survey discussing the views of

assistive technology and the benefits for infants and toddlers with special needs.

According to research, assistive technology has the potential to increase the growth and

cognitive development of students with special needs however on average only 83% of

these students are receiving access to assistive technology on a regular basis. This study

found however, that an astonishing 44% of early intervention providers said that students

who are needing assistive technology devices are not receiving the technology that could

aid them in their daily lives (cited in Smith & Kelley, 2006, p. 10).Their further research

is consistent with previous studies in stating that over 90% of early intervention providers

believe that assistive technology is no extra effort to students with special needs and it is

much harder to do things the traditional way. This evidence supports the fact that

assistive technology is imperative to the furthering success of children with special needs

at a young age and over 95% of teachers believe that this education should be started as

early as possible (cited in Smith & Kelley, 2006, p. 22). This research study reveals that

special education teachers, occupational and physical therapists, and speech/language

11

pathologists all believe that early intervention using assistive technological devices for

students with special needs is imperative to the future success of the student.

Moore and Wilcox (2006) of Arizona State University completed still another

study on the confidence that early intervention practitioners have in using assistive

technology devices that are appropriate for special needs students. They conducted

research surveying seventy-eight early intervention practitioners using the Assistive

Technology Confidence Scale (ATCS) when answering questions on discipline, level of

education, and years working in the early intervention field. Overall, the practitioners

rated good to fair confidence on the ATCS however they rated themselves most confident

in assistive technology assessment and less confident in use and application. Most

disturbing was that the early intervention practitioners were least confident in,”accessing

and using information pertaining to assistive technology.” (Moore, 2006, p. 19) This

study concluded that those who are working most closely with these children with special

needs do not have confidence in their ability to obtain and use the assistive devices and

are therefore not using them to their full capabilities. Moore, Campbell, and Wilcox

(2006) encourage Early Intervention practitioners to receive training from other sources

than formal training that was suggested in previous research studies. They state:

…attendance at workshops or opportunities for on-the-job training experiences, may have more of an influence on EI practitioners’ confidence than formal education or years working in EI. (Moore, 2006, p. 21)

According to this study, educators and early intervention practitioners need to increase

their confidence level in personal use of assistive technology devices and best receive this

training through work shops and conference training.

12

In a short study reviewing different technology devices for particular special

needs, Wisniewski and Sedlak (1992) discovered that technology is available to all

students with varying disabilities however the training that educators must endure is

complicated, time consuming, and some educators would rather stick to the old methods

rather than complete the research to find the appropriate device. According to the Office

of Technology Assessment, there are three ways that assistive technology can improve a

child’s schooling experience. First the devices can rehabilitate or reeducate the origin of

the disability the student lives with on a daily basis. Secondly, they are able to facilitate

normalcy. In this aspect the student is able to live more like the other students who do not

have a learning disability or physical ailment that inhibits them from living normally.

Thirdly, these devices are able to improve students’ abilities, which will increase their

level of independent functioning. These findings are encouraging however they also

discovered that teachers have much difficulty selecting an appropriate device that will

truly aid in the students improvement, most devices are not readily available for the

students, and thirdly the training of the student is very time consuming and can be

frustrating at first.

After reviewing several studies completed on the training and success rates of

assistive technology, Howell (1990) concluded that there are three necessary aspects that

must be accomplished in order for assistive technology to be successful for students with

special needs. Teacher training, student training, as well as the appropriate setting are the

three key ingredients for a successful increase of learning level for students with

disabilities that use assistive technology. Howell (1990 p. 280) discovered that first the

teachers must be adequately trained so that they can further that information to their

13

students. Children with special needs will experience more frustration if the educator is

learning the program with them and then the benefits of this technology. It is imperative

that students with special needs receive specific instructions and repeat the steps on a

regular basis in order to have a greater effect. Howell’s research concludes that

technology is very beneficial to students with disabilities however they must be trained

thoroughly by educators who are well prepared. Training is essential to the success rate

of assistive technology.

According to Schwartz (2005) much training is needed in order to fully assess the

special needs student and acquire the appropriate assistive device, which may take time

and money on the part of the educator. Through her research, Schwartz has discovered

that assistive technology is helpful only if used in the school, the community, as well as

at home. These devices help students both academically and socially but must be used in

the correct context. Further, Schwartz indicates that the high-technology devices require

training by not only the teacher, but also the family, rehabilitation counselors, and the

administrators of the school. This is essential so that they all are able to interact with the

individual in all situations. She states:

…studies regarding the preparation of teacher to use technology such as computers in their classrooms reveal that the majority have not received sufficient training in technology. (Cited in Schwartz, 2005)

She continues to emphasize the fact that special education departments at most

universities agree that technology is vital to the success of teachers; however, few

programs actually offer classes that train their educators.

14

Further research concludes that teachers are not using the resources available to

them to be sufficiently trained in the implementation of assistive technology. Paul,

Lavely, Cranston-Gringras, and Taylor claim:

For educators to effectively utilize technology, they need sufficient training and technical assistance, either through preservice training, continuing education programs, graduate degree programs, or through on-line technical services and training embedded into computer programs.

(Paul, 2007, p. 236)

With all of the education available to teachers they should be more than prepared to use

assistive technology however they are not because of time and cost factors that are

necessary to complete this training. In order for students with special needs to be fully

successful both they and the educators much have sufficient training with the specific

device at hand. Training is essential to the success of students and teachers.

All of this research has brought the question at hand to surface once again. In light

of their benefits yet lack of usage, this study examines the barriers that special educators

face on a daily basis, that prevent them from using assistive technology in their

classrooms.

15

Chapter3:Methodology

Purpose

The purpose of this study is to analyze a student with special needs in the

classroom setting, determine two specific areas of weakness, and recommend two forms

of assistive technology to his teacher that will aid in the inclusion process. Because of the

expansive amount of assistive technology available to today’s teacher, it is imperative to

have the tools to find and implement these tools in an effective and practical manner.

Further, this study examines the process of evaluating students with special needs and

determining their greatest areas of weakness as it affects them in the inclusion classroom.

ChoiceofMethod In order to discover the use of assistive technology and determining the needs of

students, a case study was completed. This ethnographic study was completed to

understand the process of evaluation and implementation of assistive technology devices.

Further, the in-depth interview aided in the understanding of the child from the teacher’s

perspective which gave confirmation to the observation of the child. By observing the

student and interviewing the teacher, it was evident the needs of the student and the

resources that are available to him currently, which further identified potential areas for

the implementation of assistive technology.

DevelopmentofProcedures This case study was primarily observation of this student in the summer school

setting. The researcher arrived at the beginning of the tutoring session and observed from

16

a distance for most of the three hours. During the third hour, the observer worked on

reading and worksheets with the student to gain a hands-on experience with him. Upon

completion of the observation, the teacher answered over twenty in-depth questions about

her classroom and the student being observed. Further, the teacher was asked to expand

on these questions and what she meant by most of her answers. These questions were

developed by a small group of researchers that brainstormed what they would need to

know in order to understand the student and his needs. Once all of this information was

collected, the researcher coded the interview as well as the observation in order to

identify the two major areas of need for the student. These conclusions were confirmed

by a special education professional prior to the search for assistive technology devices.

After this confirmation, the researcher looked for two devices that are practical for the

teacher and student to implement based on weaknesses of the student, financial

availability and implementation into the inclusion classroom. These assistive technology

devices were discussed with the teacher for future use in her classroom.

DescriptionofParticipants This case study was based on one third grade boy, with autism. He

lives in the eastern region of Morristown, Tennessee. His official diagnosis is autism

however; his teacher feels that other characteristics such as Hispanic descent, non-verbal,

and obesity also contribute to his autism. He is on grade-level for his age but is placed in

an extended resource room. For the past two years, the teacher has had him in a partial

inclusion setting which has proved to be successful. The student has one older sister and

his parents are married. Neither parent speaks English fluently but is supportive and

compliant with the school. The home life of the student appears to be supportive,

17

however; the student is able to manipulate and do what he wishes. His parents attempt to

keep him under control but struggle to enforce rules and routines.

The teacher interviewed, has been teaching for three years and has her

undergraduate degree from a four-year liberal arts school. She is currently enrolled in a

master’s program. has been working with for the past two years. She is

proactive in finding devices that will help all of her students to be successful and

maintains current ideas through professional development. She has been teaching at the

same school all three years of her career.

DescriptionofDataAnalysis The data collected was in the form of interview responses and observations from

the three hour session. The interview was recorded by hand and transmitted into a word

processor. These responses were short answers and the interviewee was asked to expand

and explain these responses. Once the responses were written, they were coded. They

were coded based on responses that related to the following areas: language, fine and

gross motor skills, social skills, behavior, short and long term memory, executive

functions, and attention. After the coding was completed they were tallied to identify the

two greatest areas of need that the teacher indicated through the interview.

The observation notes were also transferred into a word processing document

with numbered lines to reference. Again the observations were coded and tallied with the

same coding as the interview. These characteristics were identified during the time of

reflection after the observation and confirmed by a professional in the field of special

18

education. Further, they were confirmed by the classroom teacher prior to the search for

the assistive technology devices.

Finally, an action plan was developed in order to identify one assistive technology

device for each area of weakness that was discovered during the interview and

observation process. The action plan laid out the characteristics of the current behavior,

the goals, and the assistive technology device that will be implemented into the

classroom. Further, it detailed the extent to which the assistive technology will be used in

the extended resource classroom as well as the inclusion classroom.

19

Chapter4:ResultsLanguage

language skills are a significant weakness. Upon arrival at the school, he was

ushered into a thirty minute speech session in which he was asked to identify common

household items and use a four word phrase to request what he wanted. As identified by

the teacher in the interview, one of his goals for this summer is to use short phrases and

sentences instead of one word requests. Even when prompted for answers was not

able to use grammatically correct sentences. As indicated in line 26 of the observation, he

said, “I want please dad.” This was how he structured his response through the full thirty

minute session. It is evident that he is able to identify the items that were in front of him

such as table, chair, girl, boy, dad, mom, flowers, cat and dog (line 36, 46, 52). Further he

was able to place them in appropriate places but was unable to ask for them in a coherent

form as depicted on line 37. His verbal language skills are extremely low and this is the

most apparent weakness that he struggles with at this time.

His reading skills are at approximately the first grade level according to

He is able to identify over 80% of the words on the Dolche list and read at a first

grade level (Line 68). During the time of working with the student, he was able to

identify words such as monster, party, where, and being. He knows what the words are

but does not always understand what the words mean.

FineandGrossMotorSkills According to , has developmentally appropriate fine and gross

motor skills. He is able to hold a pencil and write well (Line 77-78). His writing is clear

and readable. is able to run and move around the playground with ease, despite his

obesity. During snack time he was able to drink his milk from the carton without a straw

20

and pick up his crackers (Line 97-99). As he was playing a card game, he was able to

hold the cards that were used and place them on the pile. All of his fine and gross motor

skills appear to be functional and developmentally appropriate according to the

observation and the teacher interview.

SocialInteraction/Communication Due to the nature of the summer school program, not much social interaction was

observed. Upon arrival at school, did greet his teachers after he was prompted.

During speech, he responded to the teachers questions most of the time but was asked

repeated times (Line 24-25, 28). Once he returned to the classroom, he did not greet the

other students in the room but was friendly and aware of his social setting. During snack

time, one of the other students asked him if he wanted to share snacks and he understood

what she was asking and said thank you (Line 99-100). Despite the fact that he does not

communicate verbally, the other students enjoy being around him and seem to be his

friends. In every situation, he was not awkward however he was also not an active

participant. indicated that in his classroom during the year, all of the students

get along great with . He is loved and hugged every day. His social interaction seems

to be a strength according to however his communication is a barrier.

BehaviorSkills According to , was very lazy and tired during the observation and

she suspected that he had stayed up late the previous night (Line 19-20). In each

movement he was slow. When asked to do a certain behavior, he was not compliant on

the first request and had to be asked over and over (Line 26). During academic tasks, his

attention would drift; he would be reprimanded, and then given the choice of working or

21

punishment (Line 72-73). He would immediately begin working because the punishment

was physical activity and according to he hates to be active. The interview

revealed that in the past, s biggest area of need is behavior management. He often

becomes angry and has to be restrained up to five hours a day. This behavior was not

present during observation.

Short/LongTermMemory Memory was not tested during the observation but it is clear that he struggles with

remembering details. He could not remember questions on a worksheet from a book that

he just finished reading. This might be due to the fact that his comprehension and

understanding skills are few to none according to his teacher. However, he does

remember what he did last night and the words that he has learned. Therefore it is clear

that his long term memory can be activated if it does not have to do with meaning and

understanding of a text.

ExecutiveFunction The characteristics of executive function were present in John. He was able to be

in social situations and understand his role as the student. It is clear that he knows the

rules and also knows how to break them. detailed that he has a clear

understanding of what he can get away with and what is inappropriate. Despite the fact

that he knows and understands these roles, he has times when he does not want to

comply. If there was further observation, these behaviors would be present more

frequently.

Attention

22

His attention is the other area of greatest weakness. During each task, had to

be reminded every thirty seconds to focus and bring him back to reality (Line 89, 91). He

appears to be day dreaming or thinking about other things. It is clear that struggles

to keep his mind on the task at hand and does not know how to keep himself motivated to

complete his assignment. During the interview, conveyed the idea that

struggles to get the work done because he gets distracted. He does not have any time

management skills and struggles to do assignments without redirection. In observation,

his name is repeated over and over again to gain his attention, his face is moved toward

the task at hand, and punishment is used to catch his attention and get him motivated to

work (Line 72, 73).

23

Chapter5:ActionPlan

After reviewing the observation and interview with it has been

identified that two greatest areas of need are communication and attention.

Because of the reasoning above, an action plan has been developed to implement

assistive technology into his daily curriculum. This action plan outlines his current

behaviors, the goals for his behavior, and the steps that will be taken to implement the

assistive technology.

AttentionWith Technology

Currently, technology keeps attentive and focused on his work. As seen in

the observation he is able to use the Leapster and focus for 30 minutes without making a

sound. Therefore it is crucial that more technology be implemented into his curriculum.

Programs on the computer will be used in place of worksheets for math and language. He

will also be able to respond to the computer program and say words and phrases out loud.

In the inclusive setting, he will use the computer as well as the Leapster to complete his

assignments. The television will be implemented where appropriate, mostly in the

resource room, to further his cognitive abilities. The purpose of increasing the technology

in his curriculum is to modify his assignments to increase the amount of time spent on

furthering his cognitive abilities. If he spends more time being attentive, it will further his

educational experience and knowledge that he retains.

Current Behavior Behavior Goals Assistive Technology Plan

Engrossed in technology when

Use more technology to

Technology will be implemented for

24

given the opportunity

Fully attentive for over 30 minutes

Works through problems/books

Good posture and behavior when technology is implemented

further his cognitive learning experience

Work on projects for 30 minutes segments

Increase the amount of technology during his daily assignments

Use technology skills to develop a strength of computer/AT skills

each subject throughout the week and recorded on his chart

Computer programs for language and math will be used daily

Inclusive Setting – John will use technology as a modification to the assignments given to all students

aide will receive training in the computer programs

will follow step by step directions that are given to him on the computer program

This portion of the action plan will be implemented upon return to school where the

technology is available for to use on a daily basis. Further, he will log what he does

on the computer and Leapster which will help to track his progress and give weekly

updates on what he is working on and learning.

Without Technology

When does not use technology his attention span decreases dramatically. As

cited above, his attention span is typically 30 seconds or less and has to be refocused in

order to complete a task. Also, he is completely dependent upon another individual in

order to focus him on a task. The purpose of this section of the action plan is to increase

his attention span and eventually teach how to self-monitor. Several techniques will

be used in order to take small steps towards the end goal. This is going to be a long

25

process and results are not expected quickly after implementation because behavior is

going to be changed and trained. It will require a lot of repetition.

Current Behavior Behavior Goals Assistive Technology Plan

30 second or less attention span

Constant refocusing Relies on outside

source to refocus on the given task

Responds to technology

Reading and worksheets are a barrier to keep his attention

Maintain attention for 2 minute increments and work to 10 minutes

Learn how to self-monitor

Decrease reliance on technology to keep attention and learn cognitively

Complete a worksheet without refocusing from outside sources and work up to a packet of worksheets

Use icon cards or daily sequencing cards for every 2 minutes

Allow o take down the card as he completes the task

The teacher will create these cards for each day

Inclusive setting- will have his

cards in a pocket so that he can feel them but they are not a distraction to him or his classmates

Resource room – will have a

tape recorder that beeps every 45 seconds that reminds him to focus on the task on which he is working

will be evaluated closely and the amount of daily sequencing cards will decrease as

he is able to self-monitor more accurately. Also, he will have a behavior chart in which

he will receive a sticker for every 30 minute block that he remains on task. This time

frame will be changed and altered according to his progress. When he completes a 30

minute block of focused work, he will receive a reward that will be decided upon by his

classroom teacher and parents. Because this plan includes altering behavior, the time will

begin at 10 minute blocks and work up to 30 minutes. It is imperative to be patient during

26

this process and recognize that this is new behavior rather than the sole implementation

of device therefore it will take time to see results. This plan will be reevaluated after 3

weeks of implementation and reorganized accordingly.

Communication s greatest need is found in the area of communication. It is clear that he is

able to understand verbal direction but has trouble responding to questions and giving

feedback. Stringing together a three or four word sentence is non-existent in his daily

vocabulary. Therefore it is imperative to implement assistive technology into his

curriculum so that he is able to clearly communicate with others, as well as use this

throughout his life, to further his ability to be a participant in society. The purpose of this

intervention is to increase his communication skills in order to further his education as

well as life skills.

Current Behavior Behavior Goals Assistive Technology Plan

Little to no verbal communication

One word responses Follows prompts

from speech teacher Points and cries

when he doesn’t get his way

Becomes frustrated when not understood

Communicate in a manner that is clear and easily understood

Build communication skills that will enhance his life in and outside of school

Increase communication with students his age and build friendships

Break down barriers that impede him from participating in the classroom

Increase the amount of knowledge that

will be evaluated for Augmentative and Alternative Communication devices. Because this is such an in depth process, specialists from the central office and local offices will be called in to complete the evaluation and recommendation process. These devices will aid in his communication skills and further his quality of life. These devices do get

27

he learns by clearly communicating information

expensive however, they are covered by insurance in most cases and do not have to be replaced often.

After is evaluated for AAC, he will receive training in how to use the technology

that is discovered to be the most useful. The teachers and professionals will closely

monitor his progress and the device will be used at school and home. Both of his parents

and siblings will be trained in how to use the device so that they are able to help at home.

The goal of this process is to increase his communication abilities which will augment his

quality of life in school, with friends, at home, and for his future.

28

Chapter6:Conclusion It is evident that the process of evaluating and implementing assistive technology

into a students’ curriculum is an ongoing process of research, assessment, and flexibility

to change. Research shows that there is an immense amount of assistive technology

devices that are available for students but they are not used in the classroom because of

price or lack of knowledge of the product. Therefore, it is imperative that teachers seek

out the help of professionals who keep up to date with assistive technology and are able

to recommend what is best for the student.

During the process of evaluating and recommending an action plan for this

student, it is clear that it takes an immense amount of time. Further, educators must be

committed to taking the time to implement assistive technology into the classroom and

work with parents and colleagues to employ these strategies. Students with special needs

are important members of the classroom and should be given the tools that they need to

be successful in the classroom. It is the teachers’ responsibility to seek out help and

guidance in order to discover these tools and be open to the work that it takes to make it a

positive transition. With the implementation of assistive technology, research found that

students are much more likely to be successful not only in the classroom but also increase

their quality of life. A teacher’s job is to provide a free and appropriate education for all

students, even if it takes a little more time and effort.

FurtherResearch The next step in this research process is to observe during the school year

and in depth. Because of the complexity of his diagnosis and the vast amounts of assistive

29

technology, there are many devices that might be helpful. It is imperative to implement

the action plan at the beginning of the school year and evaluate the success and failures.

These need to be altered accordingly and change as John changes. As a result of the

observation being completed during summer school, it is likely that his behavior is

different during the school year and needs to be accounted for in the action plan. If his

skills increase with the assistive technology that is implemented into his curriculum, then

this action plan is successful, if not, adjustments should be made and then reevaluated.

This is a never ending process for the teacher and special education coordinator and it is

imperative to work together to give the best education and give him the tools that he

needs to be successful in life as well as school.

30

WorksCited Alper, S., & Raharinirina, S.. (2006) Assistive technology for

individuals with disabilities: a review and synthesis of the literature. Journal of Special Education, 21,1. Retrieved September 16, 2007, from Education Research Complete database.

Bell, S. M., & McCallum, R. Steve Reading rate and comprehension as a function of computerized versus traditional presentation mode: a preliminary study. Journal of Special Education Technology. 22, 1. Retrieved September 16, 2007, from ERIC database. Hasselbring, T., S. & Glaser, C. H. Williams (2000) Use of computer technology to help students with special needs. The Future of \ Children, 10, 2. 102-117. Retrieved September 16, 2007, from JSTOR database. Howell, R. D. (1990) Technology and change in special education. Theory Into Practice, 29, 4. 276-282. Retrieved September 17, 2007, From JSTOR database. Moore, H. W., & Wilcox, M. J.. (2006) Characteristics of early intervention practitioners and their confidence in the use of assistive technology. Topics in Early Childhood Special Education, 26, 1. 15-21. Retrieved September 19, 2007, from Education Research Complete database. Nelson, K. L. (2007) Yoga for the young set. Knoxville News-Sentinel. Retrieved September 13, 2007, from NewsBank database. New initiative aims to make technology essential in all student’s learning. (2005)

Education Technology News, 22.2, 12. Retrieved September 13, 2007, from Academic OneFile database.

Nitkin, K.. (2005) Power tools: assistive technologies help students with

special needs keep pace in the regular classroom. NEA Today, 23.7, 32-33. Retrieved September 13, 2007, from Academic OneFile database.

O’Donovan, E. (2006) Computer-based IEP writers: are they the promised

land for special education? District Administration, 42.12, 72-73. Retrieved September 13, 2007, from Academic OneFile database.

Paul, J. L., Lavely, C. D., Gingras, A. C., Taylor, E. L. (2002) Rethinking professional issues in special education. Westport: Ablex Publishing. Retrieved September 19, 2007, from Greenwood eBooks, Carson-Newman College

31

Poel, E. (2007) Enhancing what students can do. Educational Leadership, 64, 5.

64-66. Retrieved September 16, 2007, from Education Research Complete Database.

Quenneville, J. (2001) Tech tools for students with learning disabilities: Infusion into inclusive classrooms. Preventing School Failure, 45.4. 167-170. Retrieved September 16, 2007, from Infotrac database. Schwartz, D. (2005) Including children with special needs. Westport: Greenwood eBooks. Retrieved September 19, 2007, from

Greenwood eBooks, Carson-Newman College Skylar, A. A., Higgins, K., and Boone, R. et al. (2007) Stategies for

adapting webquests for students with learning disabilities. Intervention In School and Clinic, Vol 43, 20-28. Retrieved September 13, 2007, from Academic OneFile database.

Smith, D. W. & Kelley P. (2007) A survey of assistive technology and teacher preparation programs for individuals with visual impairments. Journal of Visual Impairment & Blindness. 101, 7. 1-8. Retrieved September 16, 2007, from ERIC database. Sorrell, C. A., Mee Bell, S., and McCallum, R. S. Reading rate and comprehension as a function of computerized versus traditional presentation mode: a preliminary study. Journal of Special Education Technology, 22.1 Retrieved September 13, 2007 from ERIC database. Specht, J., Howell, G., and Young, G. (2007) Students with

special education needs in Canada and their use of assistive technology during the transition to secondary school. Childhood Education, 83.6, 385-389. Retrieved September 13, 2007, from Academic OneFile database.

Wilcox, J. M., Guimond, A., Campbell, P. H., and Moore, H. W.

(2006) Provider perspectives on the use of assistive technology for infants and toddlers with disabilities. Topics in Early Childhood Special Education, 26, 1. 33-50. Retrieved September 19, 2007, from General

OneFile database. Wisniewski, L.& Sedlak, R.. (1992) Assistive devices for students with disabilities. The Elementary School Journal, 92, 3. 297-314. Retrieved September 16, 2007, from ERIC database.

32

AppendixA

33

34

35

36

AppendixB

37

Interview Responses  

1. How long have you been teaching  ? 

2 years – he came to my school my second year of teaching and has made much 

progress since. He was in first grade when I first got him in my classroom. 

2. What is his official diagnosis? 

Officially he is Autistic.  I consider him to be nonverbal, Hispanic, Autistic, and 

obese but these can’t be actually diagnosis’. (Why do you consider him all of 

these?) Well these are all of the things that contribute to his struggles in school. 

Even though he is technically autistic, I have to deal with everything, everyday 

and these are the things that give him problems.  

3. How many years have you been teaching? 

I just finished my third year at the same school. 

4. What were  strengths and weaknesses when you first began working with 

him? 

(Chuckled when asked this question) well he was a mess when he first came to 

me. He was non‐compliant and had to be restrained for hours each day. I knew 

that he was smart and could identify things for me but wouldn’t do the work. He 

was lazy and had a lot of tantrums. He has always been smart but can’t 

communicate. He is getting better but started out taking all of my time from my 

other students because he had to be restrained so often. (How long typically?) I 

would restrain him anywhere from 30 minutes to six hours. He is really strong 

and I don’t have to restrain him as much anymore but at first it was a compliance 

issue‐ big time. 

5. Has he always been in inclusion? If not, since when? 

I have always but him into the regular education classroom in some capacity 

because he needs the socialization. I feel that my job is to make sure that my 

kids know how to interact with other kids their own age. The education aspect is 

also very important but if they can’t interact with others, it won’t matter what 

they know. I want to prepare them for the world so that they feel more 

comfortable. Then they will be able to work more on their academic skills. 

6. What are  current strengths? 

He knows most of his sight words and is starting to speak more. His compliance 

has improved but I wouldn’t consider it one of his strengths. He is great at 

making friends…all of the kids in his class love him and gave him a big group hug 

on the last day of school. He really likes to interact with the other students and 

does well even though he doesn’t communicate verbally with them. The other 

kids in the school have embraced him and make him feel so welcome. He also 

38

has good gross and motor skills. That is something that I have never really had to 

work with him on. He is quite coordinated but his weight tends to hold him back 

on the playground.  

7. What are his weaknesses? 

Well…he doesn’t understand things well…I mean…he can do things well that are 

a straight answer but as far as having meaning from a text or drawing 

conclusions….he can’t do that at all. The things that we are really trying to work 

on are his communication and compliance. Even though these have gotten a lot 

better from two years ago…we have a long way to go. He needs to work on his 5 

W (who, what, where, when, and why) questions and saying things in phrases. I 

don’t correct his grammar if he uses more than 4 words in a phrase because that 

is such a big step for him. He can tell me one word answers but doesn’t follow 

through with phrases or complete sentences. He still struggles with compliance 

issues and focusing on what he is doing. This will always be a struggle because he 

is naturally unmotivated and lazy. He is allowed to be this way at home and so 

we have tried to work at being motivated at school but it is still a struggle.  

8. How are his motor skills? Fine? Gross? 

Well… I gave you some information about this but they are fine. He is 

coordinated and can do most things that other kids his age do. He is not great at 

athletics but he doesn’t do it very often so I don’t hold that against him. He is 

overweight and lazy so I wouldn’t expect him to be very coordinated when it 

comes to sports but in the classroom he is great.  

9. How are his communication skills? How does he communicate? 

He is communicating in one word responses but does understand questions 

when they are asked to him. I find that he communicates best by drawing. If he is 

upset or happy, I will have him draw and I will know exactly what he is thinking 

about. This really helps me to know what I need to be looking for each day and 

so I have been doing this more frequently. Also, I have a board that has activities 

and emotions displayed with pictures and he uses that a lot to know what he 

needs to do and to tell me what he needs but other than that it is a one word or 

very short phrase. He repeats stuff over and over if he is focused on it as well.  

10. In what way does he interact with the other students? Social skills? 

The kids at school love him. In his class, the kids were always excited to see him 

and in my class it is a group of kids that gets along quite well. He does interact 

with the other kids but not verbally. I have noticed that he is a lovable kid that 

draws others to him. Even though he is nonverbal, he loves to be around other 

kids and play with them. He really wants to be like the other kids as well. Socially 

39

he is doing well but he can’t be alone. I don’t trust him to be alone still because 

he doesn’t know how to take care of himself.  

11. Academically, what grade level is  at? Strengths/Weaknesses 

It is hard to say what grade level he is at…maybe first. He can read and knows his 

word but when it comes to understanding he really struggles so I don’t really 

know how to understand that question. (Well…where do you think he is at 

academically right now?) Oh ok..well I feel like he knows his math facts and sight 

words. He can read at a first/second grade level but needs someone to keep him 

focused so I would say that he is around first if we are just looking at academics. 

There are just some things that he will never get.  

12. What do you think is his potential for success at school? 

Socially I think that he will continue to make friends but he will never be on 

grade level because he doesn’t understand meaning from things. He is great and 

knowing and repeating information but has trouble recalling things to put on 

paper. I have no way to predict how he will do in school but I know that he has 

the potential to be successful and  I think that all of my students will be able to 

live in this world if they are given the tools to do so. That is my real goal with 

him…to give him the tools that he needs to interact with others in this society 

and be as normal as possible. He knows that he is different and so I think that 

sometimes he uses that to his advantage but there are a lot of things that he just 

will never be able to do….like finding meaning and comprehending texts.  

13. Does he have a daily routine? If so, what is it? 

All of my students follow a routine each day and that is part of what makes 

inclusion more successful for me. He spends most of the day in the regular 

education classroom with his full time aide. For the most part he has been 

successful and completes his tasks. I do pull him out if he is having a bad day or if 

I need to work on specific tasks. Because he gets the one‐on‐one attention 

throughout the whole day, I don’t feel that I need to pull him out as much (what 

about at home?) well at home they try to have a routine but it is not enforced as 

well as it should be. He is a strong personality and his parents have a hard time 

implementing the routine but they work really hard at it.  

14. For what portion of the day is he in the general education classroom? 

Most of the day…over half… it depends on the day and how well he is doing that 

day.  

15. What obstacles have you seen   overcome? How was it accomplished? 

I have really worked on his sight words by using the Spanish and converting it to 

English as much as possible. And I use pictures whenever possible. He is 

becoming more and more compliant but that is because he knows that he can’t 

40

get away with stuff in my classroom. I have strict consequences that he really 

doesn’t like (such as?) running, standing up…any physical activity and I have 

rewards too (treasure box) that really help him to stay motivated. Routines and 

rules have worked really well with him and I plan on using those for a long time… 

16. What technology do you have in your classroom? 

I have two computers, Leapster, T.V./DVD and an overhead…that is about it…I 

am supposed to be getting and ELMO but I haven’t heard anything yet…not a lot 

but he loves it… it really works to use with him but I haven’t used it a lot because  

I don’t have a lot…. It is a reward for him.  

17. What strategies or devices do you currently use with ? 

We use routines, pictures/activities and try to keep him motivated with rewards 

and consequences. All of his assignments are modified so that he can do them. 

He loves to use technology and so we try to incorporate it when we can but it 

gets to be difficult because it is not always available. The Leapster is great and he 

loves that.  

18. What are the goals in his IEP? 

All of the goals on his IEP are related to compliance and communication (for the 

most part) We are working on communicating in phrases and doing what he is 

told. We are making progress but those are his biggest weaknesses and so we 

are trying to work on those things in the midst of his academic progress.  

19. Is there support from home? If yes, what are they doing at home? 

Yes…they are one of my best parents…they really try to help and do what we ask 

but they have a hard time enforcing…mom is great but there is a language 

barrier…they are great and do all that they can 

20. What triggers to become angry or upset? 

Really…not getting his way. As long as he gets his way he is a pretty happy kid 

but especially if he doesn’t get his food….wow…  

21. What triggers  to be happy or in a good mood? 

He loves to be around other kids and to eat… t.v. or technology also make him 

happy… really it is a day to day thing with him. 

41

AppendixC 

42

June 15, 2009 Dear Mr. and Mrs.    My name is and I am finishing my graduate degree in Education from Carson‐Newman College. Currently I am completing research about how technology can help students with special needs to be more successful in the classroom.  The purpose of this study is to discover how assistive technology can be implemented into the curriculum to enhance the classroom experience and success of students.   Your voluntary response to this request gives your informed consent to your son John’s participation in this study. You are not required to participate. If you decide not to participate, you decision will not affect your current or future relations with Roosevelt Elementary.  I will be videotaping  for three hours and then suggesting technology that would help him in the classroom. Once this study is complete, the video tape will be destroyed. Also, I will be interviewing his teacher,   to understand the assistive technology devices that she implements into  s daily routine.   By signing below, you are giving your informed consent to this study.  Thank you for your time.  Sincerely,   

 For more information about this study contact: