JSET ejournal
In order for students with disabilities to pursue postsecondary
academic and career options, they must have access to the high-tech
tools available to their nondisabled peers. These include computers,
websites, telecommunications products, instructional software,
and scientific equipment. Full access requires that built-in
barriers to these tools and resources as well as facilities in
which they are housed be removed and appropriate assistive technology
be readily available (National Center for Education Statistics,
2000a, 2000b; Schmetzke, 2001; Waddell, 1999).
Today, the full potential of using technology to prepare young
people with disabilities for postsecondary education is not being
realized (National Council on Disability & Social Security
Administration, 2000). Funding is reported as the top barrier
by service providers and policy experts (National Council on
Disability, 2000). Consumers identify the two biggest barriers
to be lack of knowledge of stakeholders about appropriate assistive
technology and lack of funding to purchase assistive technology
(Fichten, Barile, & Asuncion, 1999; National Council on Disability).
Many graduates of teacher education programs are not adequately
prepared in the general use of computer technology and in classroom
applications (Anderson & Pelch-Hogan, 2001; Hasselbring &
Glasser, 2000; National Center for Education Statistics, 2000a,
2000b; National Council on Disability). In addition, as reported
by the National Council on Disability," the rapid acquisition
of educational technology has not sufficiently addressed the
needs of students with disabilities. Access for students with
disabilities is just beginning to be identified as an important
factor when purchasing educational technology." (p. 25)
Consequently, products with inaccessible characteristics are
often purchases, inaccessible electronic resources and educational
software is developed and procured, and inaccessible facilities
are constructed. Many computer support staff, regular education
teachers, and special education teachers are not sufficiently
trained to use mainstream and specialized equipment and on how
these technologies can work together to maximize access to education
for students with disabilities. As summarized by Hasselbring
and Glasser, "Lack of adequate teacher training has an especially
strong impact on students with disabilities because technology
is often a critical component in planning and implementing an
educational program for these students." (p. 118).
Other barriers to technology access for individuals with disabilities
include lack of trained professionals to evaluate assistive technology,
difficulties in locating assistive technology to test by individuals
with disabilities, confusion about existing laws and policies
regarding assistive technology and accessible electronic and
information technology, gaps in laws and policies that fund assistive
technology, and the bureaucracy of public programs and insurance
companies (National Council on Disability, 2000). In particular,
because of differences in laws and funding for technology between
precollege and college environments, even students who are lucky
enough to gain access to empowering technology in precollege
settings, may not be allowed to take it with them when they exit
high school.
Clearly, much work needs to be done before the full potential
of today's technology to promote postsecondary academic and career
success for students with disabilities is realized.
Although it is easier to agree on the problems that exist than
the interventions that will overcome them, most would agree that
the situation would be much improved if the following three conditions
were assured.
1. All individuals with disabilities have access to technology
that promotes positive academic and career outcomes.
2. People with disabilities learn to use technology in
ways that contribute to positive postsecondary academic and career
outcomes and self-determined lives.
3. There is a seamless transition of availability of technology
for all people with disabilities as they move from K-12 to postsecondary
to career environments.
This article defines terminology related to the use of technology
by people with disabilities. Then, it describes what specific
roles technology can play in preparing young people with disabilities
for postsecondary education and employment. Next, legal issues
in precollege education, postsecondary academic, and employment
settings are discussed. After that, is a summary of key issues
that must be addressed in order for young people with disabilities
to gain the full benefits that technology has to offer as they
make the transitions from precollege education to postsecondary
education and employment. Finally, implications and recommendations
are suggested.
