P.A. DiMattia and J. Gips (USA)
curriculum, access technology, mainstreaming, disabilities, Camera Mouse, cerebral palsy
What happens to a nine year old student with cerebral palsy and severe communication disorder when engaged in using an assistive technology for communication? Specifically, does academic learning behavior include being able to access the regular school curriculum alongside peers in a mainstream classroom setting? After six months, results indicate significant progress and also identify several challenges when attempts are made to design and provide a student with severe disabilities such opportunity. Issues around ownership of academic planning, time for staff to consult, providing opportunities for staff to address important program technology issues and development of strong parent relationships along with the need for a plan that allows for administrative monitoring and oversight are some of the findings discovered thus far.
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