Article Review

     For this week we were asked to read and comment on the article written by Karen Morrison  entitled, "Implementation of Assistive Computer Technology: A Model For School Systems.  This article discusses the barriers to effectively integrating assistive computer technology (ACT) into the curriculum and suggests a model that could be used to overcome these barriers.  Although the authors discuss several barriers to ACT implementation, I will discuss the ones that I have experienced and struggle with as a teacher.
     One of the barriers they discuss are lack of teacher training and comfort with Assistive Computer Technology (ACT).  I know from my experience as a classroom teacher this is a huge problem.  As the author states, there is little training for pre-service teachers and few PD opportunities.  I have never received any PD on ACT other than a conference I signed up for during the summer and this course.  With the rate and speed of new software and programs this training really needs to be ongoing.
     Another barrier they discuss is the challenge of having qualified people to help with the decision process so that appropriate matches are made between the user and the ACT.  The author argues that the failure and/or abandonment of ACT, "is related to a failure to consider the learner's needs and motivation for using the technology" (Morrison, p. 85).  In my experience there are few people available to help with this process.  Teachers are often relying on Learning Centre teachers to help them navigate the sea of ACT.
    The author suggest a detailed model for the effective implementation of ACT into the curriculum.  Her model clearly address all the barriers to ACT that she have identified.  The ultimate goal of this model is to "provide students with learning problems the appropriate support using ACT that allows them to be successful and meet their educational needs" (Morrison, p. 90).   I like that the model supports increased training and supports for teachers, EA's and that it promotes parent partnerships. 
     The one barrier that I see when implementing this model is that it is a huge initiative.  For this model to work, it would need Board if not Provincial level support.  I worry that with so many competing initiatives it will not be given the time, funding and support that it needs to be properly implemented.  Without full implementation, I am not sure that this model will achieve all its goals; nevertheless, I am pleased to see that more research and data is being compiled to help support the needs of students with learning disabilities!