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Assistive TechnologySolutions to enhance the college experienceBy Patty Ready Mullen Students with learning differences have leveled the playing field through the use of assistive technology. In today’s world, success may be a podcast away.
Josh is one of the fortunate individuals exposed to alternative media and assistive technology during his elementary, middle and high school education. When he arrived at his college of choice, it was natural and necessary for him to request his college materials in an alternative format. Colleges and universities are required by law to accommodate individuals with disabilities, but services vary greatly. The key to Josh’s success in gaining alternative media (his books in electronic format) and assistive technology (hardware on which to play the books) is that he researched the disability resources available at colleges he was considering and he asked for the accommodations. Technology has transformed the educational landscape and continues to open new avenues to education for individuals with learning differences. As succeeding generations grow up in the digital age, their proficiency with technology ensures colleges and universities will expand their technology services. Colleges and universities are responding to these advances by making course materials available through new technologies like WebCT and podcasts. How does a student with learning differences entering college obtain the alternative media and assistive technology he needs to be successful? The process begins long before college catalogues fill the mailbox. The 2004 reauthorization of the Individuals with Disabilities Education Act of 1997, (IDEA) mandates that education professionals consider utilizing assistive technology for students with disabilities in the K-12 environment. Under this provision a student with diagnosed learning differences should have an assistive technology evaluation. The outcome of the evaluation helps to determine which technologies are best suited to the student to reach the desired learning outcomes. Tools for Life (www.gatfl.org) is an organization in Georgia that is part of a federally funded program serving individuals with disabilities (www.resna.org/taproject/index/html) which offers assistive technology evaluations. The 2004 reauthorization of IDEA also includes a provision that requires publishers to provide course textbooks in a standard format which may be used to develop specialized formats such as audio and electronic texts. According to Mark Richert, Executive Director of the Association of Education and Rehabilitation for the Blind and Visually Impaired, “The most significant area of improvement in IDEA concerns the provision of textbooks in accessible formats for individuals with print-related disabilities.” This would include students that fall within the spectrum of neurological disorders affecting visual processing. with the self-knowledge of learning differences, learning style and assistive technology needs, students and parents are now ready to begin searching for colleges that are supportive and known for providing technologies and support to students. Begin the college search by consulting guides for students with disabilities such as “College Guide to Learning Disability Programs 2004″ by Aliza J. Sokolow or “Peterson’s Guide to Colleges for Students with LD or ADD” by Peterson’s. You can also tune in to the discussion on the Disabled Student Service in Higher Education listserv sponsored by the University of Buffalo (http://listserv.buffalo.edu/archives/dsshe-l.html). On this list, you will be able to interact with disability service providers across the nation, ask questions, follow trends and search the archives. Another important part of the process when visiting potential colleges is to make an appointment with the disability services office. Remember to bring a copy of the assistive technology evaluation and ask how that college offers assistive technology and alternative media to students. The following are some questions regarding technology for the disability services office:
A comprehensive list of questions for learning disabled students embarking on a college search has been developed by Lydia S. Block, Ph.D., and is available from The Advocacy Institute (www.advocacyinstitute.org/projects/questions.shtml). Be sure to add questions that address your student’s particular needs. The University System of Georgia created the first-of-its-kind statewide initiative, the Alternative Media Access Center (AMAC), to provide alternative media and assistive technology to post-secondary students throughout the state who have physical, sensory or cognitive print-related disabilities (www.amac.uga.edu). AMAC offers training and materials to students with disabilities and converts traditional college textbooks to alternative media formats including electronic texts and Braille. A primary source for audio books is Recording for the Blind and Dyslexic (www.rfbd.org). According to Christopher Lee, Ph.D., Director of the AMAC, the key to being a successful college student who uses assistive technology is to begin using the assistive technology as early as possible in a student’s career. “Linking the alternative media and assistive technology opens students to a world of knowledge and prepares them with the tools for a lifetime of success.” By becoming an early user of technology, a student will become what Lee calls a “digital native” or somebody who utilizes technology effortlessly throughout his environment. The technology can then be transferred seamlessly to the learning environment. Nathaniel, who just completed his freshman year at Oglethorpe University in Atlanta, fits the description of a “digital native.” Diagnosed with dyslexia in first grade, Nathaniel has been using technology ever since. In college, it has made all the difference. “I learned about the AMAC program this year from my learning disabilities coordinator at Oglethorpe University. And it is amazing. I’ve used U-Reader every single day. And that’s really been a lifesaver. I use the Talking Dictionary, the PDF Magic and talk-to-audio, and so I really use them all. For the books I can get through RFB&D, I do! It’s really great that they have this new technology because I can get any book. I really use all the technology that is accessible. “I use Dragon Naturally Speaking to write all my essays on the computer. Then I have U-Reader read it to me. So I take the extra steps to make sure everything is the way it needs to be. And because of the technology I feel that I’m on par with everyone else.” Nathaniel is more than on par. If his first semester is any indication, Nathaniel’s college career will be a great success. “With the help of the technology I’ve been able to take all the classes that I’ve needed to and come out with a 3.9.” Having weathered the storms of adolescence, few parents need to be reminded that being “cool” is often their student’s primary concern. Students with learning differences often have endured years of being noticed for their differences. Technology is changing that. Nobody knows that a student is listening to textbooks or reviewing for a test on his iPod. Assistive technology vendors such as Premier Assistive Technologies (www.readingmadeeasy.com) have created an entire suite of adaptive programs including a screen reader, talking calculators and PDF converters that can be plugged into any computer via a USB drive. Add a pair of earphones and nobody will know that this student has a learning challenge. “We are seeing more and more vendors develop tools which coincide with Microsoft applications which will, in the long run, help to make assistive technology part of the mainstream of society,” states Lee. With an assistive technology evaluation, some good, solid research and the self-confidence to ask for the tools needed to succeed, a student with learning differences can enjoy a college career and enter the workforce with the tools needed for success. Students like Josh and Nathaniel have already paved the way.
There are plenty of advocacy, alternative media and assistive technology resources for parents, students and teachers to access. Here are some additional links:
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Along with many of his college classmates, Josh works out at the student gym. With his iPod and headphones, he looks like any other student breaking a sweat. There is a difference, however. Josh isn’t listening to his favorite music and working out to the beat; he is listening to his textbooks and studying for class. Josh is dyslexic and a kinesthetic learner. He is using technology to keep up with his school work in a manner best suited to his learning needs and style.
