Assistive Technology and Students with Mild Disabilities

Abstract

The use of technology in special education technology has evolved considerably in the 1990s. Therefore, it is somewhat surprising that literature searches using the descriptors "assistive technology" and "mild disabilities" yield few articles (Behrmann, 1994; Bryant, Bryant, & Raskind, 1998, Raskind, Higgins, Slaff, & Shaw, 1998), book chapters (Okolo, 2000), and conference papers (Edyburn, 1996), given the prevalance of assistive technology and the fact that mild disabilities are high-incidence. Despite the explosion of products and developments in the marketplace, the profession to date, has been slow to recognize the need to integrate state-of-the-art technology into special education programs and services for students with mild disabilities. One possible explanation for the limited attention to assistive technology and mild disabilities is that the area is still in its infancy. This perspective can be supported from a historical viewpoint as well as a policy perspective. Historically, assistive technology devices and services have been associated with individuals who have physical and sensory impairments and moderate or severe needs. As special educators were introduced to assistive technology in the forms of alternative keyboards, switches, and Braille printers, it is understandable that the application of these tools for students with mild disabilities were not readily apparent. New language in the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (Public Law 105-17) however, now requires that assistive technology be considered when planning the individualized education program (IEP) of all students with disabilities. Thus, the 1997 reauthorization of IDEA serves as a marker event defining a new era relative to mild disabilities and assistive technology. The purpose of this article is to provide an in-depth review of research, policy, and practice relative to the use of assistive technology by students with mild disabilities. It is organized into four sections.