Journal 8

Disabled Bodies, Able Minds:
Giving Voice, Movement, and Independence to the Physically Challenged
By Diane Curtis

This article discusses how assistive technology is changing the way students with disabilities communicate and learn. The author profiles four students with disabilities and the assistive technology they use in school and daily living.
Adrian is an eleven-year-old who cannot walk, speak or use any of his limbs. The only body part Adrian can control and move is his eyebrows. Adrian is taking part in a district program called TACLE (Technology and Augmentative Communication for Learning Enhancement). Adrian wears a headband that can sense the movement of his eyebrows and allows him to communicate using a computer.
Niara is an eight-year-old with cerebral palsy. She also uses a wheelchair and speech-generation technology, but she uses her cheek to activate a computer.
Susanna is a sophomore at the University of Washington. She wants to be a television news anchor. Susanna relies on her computer for all her school work. She depends on her wheelchair and cell phone to manage college life.
Lukas is a high school junior who has limited use of his limbs. Lukas uses a wheelchair and is able to play a euphonium (small horn instrument) in the school band thanks to a custom designed joystick.
All over the country, assistive technology is opening the way for students with disabilities to do what other students have always had the opportunity to do-achieve their potential and be more independent.

QUESTION 1:
Why are schools reluctant to use assistive technology?
The main reason is cost. Often assistive technology must be customized for each individual student. However, the benefits far out weigh the expense. The federal Americans with Disabilities Act and various other laws have created a greater determination among parents and teachers to make sure students with disabilities are included in all school activities.

QUESTION 2:
Besides academic growth, what are other benefits of assistive technology?
Students who use assistive technology have increased self-esteem. They view themselves as more in control of their choices and decisions. Instead of feeling excluded they now have the tools to be an active part of their environment.