Assistive technology is inclusion
and exemptions just isolate our kids even more
The New Zealand Government recently banned mobile phone use in schools, including during morning tea and lunch breaks. This is despite limited evidence of the effectiveness of such a ban on learning outcomes for students. Anecdotal evidence already indicates the blanket ban is negatively impacting on neurodiverse students who use their phones to assist with their learning.
While exemptions are available, these are administratively burdensome to apply for1, are not universally applied, and further enhance the stigma already felt by disabled students.
Parents of blind and low vision learners are already commenting in private groups that the ban means their child won’t use the assistive technology on their phone to assist with their learning - their child already feels different enough without broadcasting that difference even more. Other parents note that despite having an exemption, not all at the school are made aware, resulting in the low vision child being reprimanded.
ALL TECHNOLOGY IS ASSISTIVE
Technology in all its forms assists the user; in this way, the classifications of “disability” or “assistive technology” vs “technology” are arbitrary indeed. As Sara Hendren writes for Wired:
“Honestly — what technology are you using that’s not assistive? Your smartphone? Your eyeglasses? Headphones? And those three examples alone are assisting you in multiple registers: They’re enabling or augmenting a sensory experience, say, or providing navigational information. But they’re also allowing you to decide whether to be available for approach in public, or not; to check out or in on a conversation or meeting in a bunch of subtle ways; to identify, by your choice of brand or look, with one culture group and not another.”
Ordinary, everyday technology is assistive! Technology specifically designed for disabled persons often helps everyone! Improving accessibility for one improves accessibility for all (this is a core principle of Universal Design).
There are significant positives associated with the use of technology (including assistive technology such as mobile phones) in schools.
Below we take an Enabling Good Lives approach2 and outline some of the positives of technology use in the classroom.
Self-determination: Being able to access the type of technology that works for them, when they need it, and how they need it supports independence and autonomy. For example, the Seeing AI app from Microsoft. This app is designed for low-vision persons and offers audio guidance in a vast array of situations. It reads text aloud as soon as it appears in a smartphone’s camera viewfinder.
Beginning early: Embedding the use of technology such as Alexa or apps normalizes their use and embeds technology into daily living. For example, magnification software and visual tracking tools in smartphones can make daily life easier for vision impaired students, reduce visual fatigue, and support engagement across the school day.
Person-centered: Every child has unique needs and abilities. Assistive technology and associated devices can empower children of all abilities to reach their full potential. For example, app-based and online interactive math worksheets provide visual representations, rich storytelling, and step-by-step guidance that are specifically designed to assist students with dyscalculia and other math-related challenges.
Ordinary life outcomes: Students whose needs are met with assistive technology are more likely to perform at their best in a learning environment. For example, AAC devices for students with speech or language impairments enables self-expression and facilitates communication.
Mainstream first: equal access to learning opportunities in the classroom can be engineered into existence through assistive technology use. Assistive technology in the classroom can be a catalyst for independent learning and problem-solving capabilities. In this way, technology supports disabled students to attend school, magnify their learning potential, and deepen self-reliance abilities.
Mana enhancing: technology empowers disabled students to actively participate in the process of learning, engage with educational resources, and proficiently demonstrate their knowledge and capabilities. Tools such as special software and hand-held devices can assist with planning and organization, calendar and schedule reminder, and so on. Such tools provide support for organization and memory and enhance a sense of self-worth.
Easy to use: Portable devices with apps and cameras are easy for students to use int their everyday lives. For example, technological apps and tools for listening can help people who have difficulty processing and remembering spoken language. These tools can be used in various settings (e.g., classroom, lecture hall, meetings with multiple speakers).
Let’s keep embracing technology - even smartphones! - and in doing so, make every classroom a place where all students can flourish and learn to the best of their ability.
More on assistive technology in the classroom:
https://enablingdevices.com/blog/assistive-technology-in-the-classroom/
https://blog.intellischool.co/assistive-tech-classroom
https://builtin.com/edtech/assistive-technology-in-the-classroom
https://www.splashlearn.com/blog/assistive-technology-in-the-classroom/
https://www.greatschools.org/gk/articles/organization-memory-tools/
https://www.readingrockets.org/topics/learning-disabilities/articles/assistive-technology-kids-learning-disabilities-overview
Response from Ministry of Education regarding exemptions: Parents or students seeking an exemption need to talk firstly to the school principal to reduce barriers to learning. If an exemption is not granted, the next step if for parents or students to contact their local Ministry of Education office for support. There is no guarantee at any step that an exemption will be granted.
Enabling Good Lives is an approach with key principles to enable disabled people and their families to good lives. It has cross-party support and is embedded into multiple areas.