Beyond Assistive Technology: Policy, Curriculum, and Technology for Inclusion

Printed text--the primary medium of classrooms--presents barriers to many children who are blind, dyslexic, physically disabled, or who speak English as a second language. These children can have difficulty because they cannot see or read the printed English word, or cannot turn the pages of their books. For many of these children, assistive technology such as text-to-speech readers or special keyboards helps them surmount curricular barriers. However, this technology still maintains the central role of print-based media in the classroom.

CAST's approach to this issue is to design and implement multimedia curricula that are, by their architecture, accessible and that accommodate the varied instructional needs of teachers and the varied physical and cognitive needs of children. Such curricula are designed for all students, including those with disabilities, and are therefore inclusive rather than assistive.

The Project

The goals of the project were:

• to improve the literacy instruction of all children, including those with special needs, by using digital media;
• to develop recommendations for the design and implementation of inclusive technology, and for professional development in the effective use of that technology;
• to create a model of collaboration and professional development for parents and teachers; and
• to assess the effectiveness of digital inclusive curricula that provide accessible, flexible, and responsive environments for teachers and learners.

The research design included the participation of 16 first- and second-grade classrooms at four elementary schools: two urban schools in the Boston, Massachusetts, area and two rural schools in the southern New Hampshire area.

Two of the test sites (eight classrooms) received computers and copies of WiggleWorks, intensive professional development, and technology that fosters parent involvement in children's learning. Two sites (eight classrooms) had the same technology, but received only basic computer training within four classrooms. The remaining 22 first- and second-grade classrooms at all four sites received no special technology and training and were used as observation classrooms to assess how existing technology is used to foster literacy and inclusion.

In its final year, the study used the curriculum and conducted observations in the test sites. Project staff presented research findings at four regional and national conferences and gathered teacher-generated activities to share teachers' expertise as WiggleWorks users. Since the purpose of the project was to examine the effect of technology-enhanced curricula (not just WiggleWorks) on student learning, ULTimate KidBooks was used to expand the selection of electronic books available with reading supports.

Initial Outcomes

CAST has disseminated the project's findings through the Teaching with WiggleWorks section of this Web site. Designed to assist teachers and parents in the use of WiggleWorks, this area provides an accessible, interactive forum where visitors can find out about the software's features, and learn how to customize it for individual children. CAST uses the Web site not only to help teachers and parents learn about WiggleWorks, but also to generate valuable recommendations for improving the software.

Researchers plan to develop policy recommendations about inclusive curricula, funding, and professional development. Through dissemination--via publications, the Web site, and presentations--CAST and the Institute on Disability hope to further the development of inclusive, universally designed curricula.

Funding

Funding for the Beyond Assistive Technology: Policy, Curriculum, and Technology for Inclusion project was provided by the U.S. Department of Education, Office of Special Education Programs, Grant No. H180U50035-96. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.