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Assistive Technology Enhances the Lives of Manchester Students

Nancy Simonds, South Windsor

 

Students with disabilities often rely on teachers, friends, and paraprofessionals to help them with tasks they might handle more independently with the appropriate assistive tools. Used correctly, assistive technology (AT) allows students to function more independently in all aspects of their lives -- in school, work, family, and social contexts. Whether completing a homework assignment, writing a note to a friend, applying for a job, or completing a crossword puzzle, students with disabilities can use AT tools to enhance their lives.  

What is Assistive Technology?
According to Shelly Matfess, Secondary Special Education Supervisor for the Manchester Public Schools, AT is both a device and a service. An AT device enables a person with disabilities to function independently within the school environment and to access the general education curriculum. An AT service is any service that directly assists a person with disabilities in the use of an AT device. "Technology" can be low-, mid- or high-tech tools that are customized or modified for a student's particular needs. Low-tech items are, for example, special grip rulers, Post-it® notes, highlighters, colored dots, and pocket binders. Mid-tech items are devices such as tape recorders, personal digital assistants (PDAs), and portable word processors. And high-tech tools are, for instance, computers with software to address specific student needs such as word prediction or voice recognition and augmentative/alternative communication systems (AAC).  

Assistive Technology in Manchester
Since arriving in Manchester last February, Ms. Matfess has been busy promoting the use of AT to ensure access to the general education curriculum.  

"Assistive technology is not just expensive computers and other electronic devices," says Ms. Matfess. "It also includes good teaching practices. Many of the...adaptations that teachers do every day and perhaps don't realize it." These everyday accommodations that help all students to be successful in the general education classroom include posting assignments on the board, checking students' planners, and using colored dots or check marks next to high priority items.  

As Ms. Matfess spent time with high school students receiving special education, she found that two problems came up frequently: lack of organization and problems with writing. To help with these issues she developed low-tech kits with assistive tools and is encouraging teachers to implement them with all students. Along with Leslie Wolfenden, the occupational therapist who works with the high school students, she also spearheaded the development of the Assistive Technology Fair. As teachers gathered for their departmental planning meetings the day before school started, they came through this special AT Fair in which Shelly and her team explained assistive technology and showed examples of the tools. In addition, an AT specialist from SERC conferred with teachers, and a student with a disability demonstrated special equipment. Certain devices such as a wheelchair, a special work tray, and a laptop computer with a copy tray were available for teachers to actually sit in or use, much as a student would in a general education classroom.  

The Assistive Technology Team--A Valuable Resource
The AT Team is an interdisciplinary group of teachers and other professionals who are experienced with providing accommodations to meet the individual needs of special education students, or modifying curriculum for these students as appropriate. They also have particular expertise in the use of AT to provide accommodations or modifications. Ms. Matfess says the overall mission of the AT Team is to serve as a resource for teachers, students, and parents. The AT Team suggests tools and strategies that students can use to improve organization or writing skills, and helps teachers conduct evaluations to see if a student and the equipment are a good match. One of their goals is to provide training in the use of AT systems to students, school staff members, and parents. Each team member is developing expertise with a particular tool or software so that he or she can serve as the "in-house expert." As Shelly says, "We're good at getting AT tools up and running, but it's not always easy to make sure they stay up and running. We can't rely on just one or two people to stay on top of it all." As the trouble-shooters, team members will be able to test a product or tool before it receives general use and may be called in when there is a technical problem, perhaps saving a call to a repair person. For example, if the brakes on a wheelchair are jammed, or if there is a problem with a special tray or even a laptop, the "expert" on that specific tool or product would come in to take a look.  

Another goal of the AT Team is to promote active participation and shared responsibility in the screening, obtaining, and maintenance of AT. To encourage shared participation, one of the features at the recent AT Fair was a "Join Our Team" table. Educators from every discipline were invited to become a part of the team -- from general and special education teachers and principals to speech and language pathologists and occupational therapists.  

The Impact of the AT Team
Ms. Matfess says that the enhanced awareness of assistive tools is opening doors for students. Teachers are becoming more comfortable with AT, and they are seeing that all students -- not just students with disabilities -- can benefit from these tools. As she examined a system of color-coded file folders and dots at the AT Fair, one teacher exclaimed, "I can use that tool with all of my students!"

When it comes to the higher-level technology, some students run their own adaptive systems independently. They may need a bit more time to process classroom information or complete their assignments, but that is often the only other accommodation needed. According to Shelly Matfess, more and more students are taking advantage of AT tools available throughout the building. One student uses a special computer in the Learning Center to start his homework, then downloads it onto a portable jump drive to bring home for completion.

Goals for the Future

Ms. Matfess explains that goals at the high school level include helping everyone become aware that, whether low-tech or high-tech, assistive technology is easy to individualize for students, and helps them access general education. The AT Team will continue to encourage, educate, and share their vision with other educators, students, and families. Ultimately, Manchester would like to have AT teams at the middle school and elementary school levels. Students at these levels have access to AT, but they don't have an AT resource team. Finding help can be difficult when things break down. Ms. Matfess would also like to tap into the expertise that exists at the other schools and foster the sharing of knowledge and resources. "It will help," she says, "to provide coordinated support for students as they move through the curriculum."

Jenifer Tait, Director of Student Support Services for the Manchester Public Schools, says, "The vision and enthusiasm is spreading throughout the high school and into other schools. The ultimate goal is to establish a well-trained, system-wide assistive technology coordinating team to track trends, student needs, equipment, and training needs across the system. Because students with disabilities are increasing their access to general education classes, support must come from all of our teachers, as well as support staff, administrators, and parents. One of our general education teachers reported that a student with a disability handed in a finished written product that was the best in the class. We want that to become the norm for our students with disabilities."

  • Photos thanks to Manchester Public Schools.

Shelly Matfess, Secondary Special Education Supervisor for the Manchester Public Schools, can be contacted at (860) 647-5019.