High-Incidence Disabilities

Bouck, Emily C., Shurr, Jordan C., Tom, Kinsey, Jasper, Andrea D., Bassette, Laura, Miller, Bridget,
     and Flanagan, Sara M. (2012). Fix it with TAPE: Repurposing technology to be assistive
     technology for students with high-incidence disabilities. Preventing School Failure, 56(2),
     121-128. Retrieved from http://ezproxy.trnty.edu:2553/10.1080/1045988X.2011.603396

     The article I chose this week discussed how to repurpose technology to be assistive technology for students with high incidence disabilities.  The article first described a teacher who in just one week, was struggling to find replacement assistive technology, calling to check on the status of equipment for a student, and listening to a parent explain that the assistive technology her son was using, is in need of repair and she no longer sees the minimal benefits for her son.  That it is not worth the time and effort it takes to set up and use the device.  In the end, the teacher realizes the importance of the technology for her students but knows that she needs to fix the problem of the seemingly inconsistent products.  TAPE focuses on the principles of "transportable, available, practical, engaging".
     The percentage of technological devices that people all over the world are using on a daily basis, especially those between the ages of 8 and 18 years, is becoming more prevalent.  The devices that were mentioned were, cell phones, iPod, MP3 player and laptop.  And as we all know, the amount of time spent on these devices daily, is high.  Technology in the classroom benefits all students but, for those with a high-incidence disability, it can help improve academic progress even more.  The term assistive technology refers to "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability" (Individuals With Disabilities Education Improvement Act, 2004, I.A. 602.1).  Most of the assistive technology in the classrooms is limited to specifically marketed assistive technology, such as text-to-speech programs, word-prediction programs, and screen magnifiers (Edyburn, 2004).  Students with high-incidence disabilities use assistive tech to be able to access the curriculum as there regular developing peers who do not use assistive tech. 
     The article goes on to explain how using other types of devices can be used for assistive technology and not just devices that are used solely for that purpose.  One example given was the cell phone.  This can be used in supporting students with life skills and promoting independence.  There is an entire page that uses a chart to discuss how different types of technology can be used as assistive technology and exactly how.  The last couple of pages of the article explain in detail how these devices would benefit a student, using them as assistive technology. 
     I thought this was a great article that easily lays out the different types of technology and how it can be used to help students with high-incidence disabilities.  This specific framework can help teachers in selecting and implementing technology effectively for their students.  I personally have not seen this particular idea used in my school but, it really is a great way to look at technology in a different way that would benefit students.