Technology is transforming education. Teaching and learning have changed rapidly as technology has advanced, and will continue to change in ways we can scarcely imagine today.
The 2017 National Education Technology Plan (NETP) sets forth a vision for the nation of “transformative technology” use in classrooms. The Plan articulates a future where all students have access to learning experiences (both formal and informal) that are engaging, empowering, and personalized.
But what does transformative technology mean in the context of special education? How can we harness the power of educational technology to benefit students with disabilities and ensure equal access to those engaging and empowering learning experiences?
The NETP addresses this issue with a call for technology that is “accessible by default”:
“Supports to make learning accessible should be built into learning software and hardware by default…Modern public buildings include features such as ramps, automatic doors, or braille on signs to make them accessible by everyone. In the same way, features such as text-to-speech, speech-to-text, enlarged font sizes, color contrast, dictionaries, and glossaries should be built into educational hardware and software to make learning accessible to everyone.” 2017 National Education Technology Plan
As technology continues to advance and is more fully integrated into teaching and learning, it is critical that we embrace new opportunities, but remain sensitive to the needs of students with disabilities. Technology cannot be transformative if it creates digital exclusion for students.
Transformative technology integration must consider:
What do you think? How can we create empowering technology-enhanced experiences for all students? What strategies have worked for you?
AIR Informs Episode #6: Meeting the Needs of Students with Disabilities During COVID-19
Remote learning requires adjustment for all students, but students with disabilities face additional challenges during the COVID-19 quarantine. In the latest episode of AIR Informs, Allison Gandhi, managing researcher and director of AIR’s special education practice area, describes some of these obstacles and shares strategies to help students make the most of this time.
