A Case Study on the Efficacy and Usage of Assistive Technologies in Howard County Schools, MD

Abstract

Assistive technology is equipment that is designed to improve the capabilities of students with disabilities. For many students with disabilities, these technologies enable essential life skills such as daily communication and independence inside and outside of the classroom. This study assesses the efficacy, usage, and implementation of assistive technology in Howard County Public Schools (HCPSS) in Maryland, in order to determine any potential barriers and deficiencies towards the effective implementation of the said devices. A voluntary sample of 59 members of 1200 HCPSS staff was asked questions about the assistive technologies used in the county, their effectiveness, potential barriers towards implementation, training given, and available resources. Responses generally indicated that assistive technologies were beneficial, with the 83% of respondents selecting 4 or 5 out of 5 for the effectiveness of assistive technologies in academic and social contexts. Respondents elaborated that technologies allowed students with severe disabilities to communicate, socialize, work independently, and improve reading and writing skills. On the other hand, drawbacks such as distractions and dependencies created by the technologies were noted. Respondents felt confident towards the resources and support provided by the county, noting an assistive technology department and specialists available for support. However, respondents commonly reported that they were under-trained, received only occasional, limited workshop sessions, and were constantly behind on training. Thus, recommendations were drafted to improve training and staff awareness towards assistive technologies, such as required comprehensive training sessions for special education staff and a universal assistive technology guide to be provided.