Students with special education needs in Canada and their use of assistive technology during the transition to secondary school.

Very little research exists surrounding the systematic investigation of what steps are being taken to assist students with special education needs as they move from elementary to secondary school. These students often have greater difficulty with the transition, and this challenge is heightened even more for those using such specialized accommodations as assistive technology (AT) to support their learning. Four such students, their parents, and their elementary and secondary school teachers in Ontario, Canada, were interviewed to determine current school practices that either, in their experiences, helped or hindered students using AT as they transition from elementary to secondary school. The participants' responses to interview questions were categorized into four themes: environment, assessment, training, and advocacy practices. The authors make recommendations for a smoother transition.

Assistive Technology

Assistive technology (AT) can be defined as "any item, piece of equipment, or product system, whether acquired commercially off the shell modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities" (Reed & Bowser, 2005, p. 62). Although research is sparse on the efficacy of the use of AT for students with mild disabilities, either in general (Edyburn, 2005) or in inclusive classrooms (Ashton, 2005), many students with special education needs do use AT during their years of schooling.

One of the main concerns in using AT is what occurs during times of transition. Zabala and Carl (2005) define AT transition broadly to mean transferring technology from one setting to another. In terms of childhood education, times of transition are indicated as: home to elementary school and elementary school to secondary school. Although some research does investigate home to elementary school (e.g., Mawson, 2003), there appears to be no research in the literature on the transition of AT use from elementary school to secondary school. Some articles provide suggestions for the transition process (e.g., Galton, 2000), but none exist concerning the systematic investigation of AT when students move from elementary to secondary school. This is especially disturbing, given the literature on general issues related to transition for students with special education needs.

Transition

Transition to secondary school is considered a potentially difficult time for adolescents because of the emphasis on competition and social comparison during a developmental period when self-awareness is especially heightened (Eccles et al., 1993). While most students settle in by the end of the first term (Galton & Morrison, 2000), children with prior problem behaviors and/or low academic achievement are at the highest risk for problems in transition. This may mean that transition to secondary school will be especially difficult for children with special needs. Many issues have been targeted as reasons behind the difficulty that students with special needs experience in the transition to secondary school. Carter, Clark, Cushing, and Kennedy (2005) cite such issues as: 1) moving from a smaller school community to a larger one with a less personal environment, 2) going from one or two teachers to a rotary system with many different teachers and classmates, and 3) grappling with more demanding academic requirements.

In addition to facing a difficult time at transition, children with special education needs are twice as likely as their peers without special education needs to drop out of secondary school (Stodden, Conway, & Change, 2003). When asked why they drop out, these students cite failing at school, not getting along with teachers, and not keeping up with school work as key reasons (Anderson, Jacobs, Schramm, & Splittgerber, 2000). It seems that we need to better understand how to help students with special needs keep up with, and experience success in, their school work. Given that these students have been using AT at their elementary school and then move to secondary school, where AT may pose a much greater challenge because of the issues outlined by Carter et al. (2005), we must investigate whether models of transition (e.g., Zabala & Carl, 2005) are being implemented. Scherer (2005) reports that 90 percent of AT devices are discarded after only a brief use. One reason for this trend may be that the whole person is not considered, and thus the person's specific needs within the environment are not being matched. The stage-environment fit model (Hunt, 1975) asserts that this poor fit may result in decreased motivation, which may, in turn, result in higher drop-out rates. Blackhurst (2005) agrees, noting that the main concerns should be: 1) determining what students need (person-technology match), 2) ensuring that students receive the needed AT, 3) teaching students how to use AT, and 4) evaluating the AT to determine if it is assisting in their learning. Given that secondary school is a new environment, we cannot just assume that what worked in elementary school will work in secondary school.

In Canada, each province is responsible for the delivery of education. The history of special education in Canada is a long and varied one. In terms of the movement towards inclusion, it was not until 1980, with the passing of Bill 82 (www.edu.gov.on.ca/ eng/general/elemsec/speced/edact.html), that school boards in Ontario were mandated to provide special education services for all children with special education needs. It took another 18 years for the passing of Regulation 181 (www.e-laws.gov.on.ca/DBLaws/Regs/ English/980181_e.htm), which required that the first consideration for placement be the regular classroom, with appropriate supports for the child with special education needs. Currently, 82 percent of children with special education needs in Ontario are included in the regular classrooms (Weber & Bennet, 2004); however, the Ministry of Education in Ontario still requires alternative options for students who cannot have their needs met in a regular classroom. Assistive technology is one such way to have children's needs met within the regular classroom. Unfortunately, beyond the traditional class visit to the secondary school in May or June and a formal meeting (or meetings) of the Identification, Placement, and Review Committee, no other formal processes appear to be in place to communicate information interactively between the elementary and secondary schools to effectively manage the transfer of students who are using assistive technology.

Our Inquiry

The purpose of our investigation was to determine current practices that help or hinder students using AT as they transition from elementary to secondary school. It is especially important to understand the connection between the child, the home, and the school, since the source of the success or failure that children have in school is often located in one or more of these places (Pianta & Walsh, 1998). Additionally, Parette and McMahan (2002) call for sensitivity to family goals when determining AT for the child; therefore, the child, the parents, and elementary (Kindergarten to Grade 8) and secondary school (Grades 9 to 12) staff were interviewed. These interviews allowed us multiple perspectives of AT at this crucial time of transition. Interviews with four students, their parents, and relevant school personnel provided information about the current roles and activities of persons involved in transition planning for students with exceptionalities who had used assistive technology to some degree in the elementary school.

Our Participants

All four students were enrolled in regular classrooms at their local secondary schools. All students had used assistive technology in their elementary schools; therefore, the transition that we discuss refers to moving with their AT to secondary school. The authors use pseudonyms when reporting case study data; school personnel are identified by their position title only. Alice is a 14-year-old girl in Grade 9 who needs accommodations for limited vision and for mobility challenges due to epilepsy. Alice uses her right hand for such tasks as writing and typing and sometimes uses a speech-to-text program at home to complete assignments. Bill is a 16-year-old boy in Grade 11 who needs help with expressive language, focusing, and organizing his assignments and projects. Doug is a 15-year-old boy in Grade 10 who has difficulty with handwriting and needs help organizing and producing his written work. Steve is a 14-year-old boy in Grade 9 who has difficulty with reading and spelling and needs help with these activities and with producing written work.

Questions were asked about the following: 1) the nature and extent to which the student used assistive technology (AT) in the elementary school; 2) the perceived benefit to the student of using the AT; 3) steps taken by the interviewee to communicate information about the student's reasons for using AT to secondary school teachers or principals prior to the student entering that environment; 4) the nature of and extent to which the student uses the AT in the secondary school program, if known; and 5) any additional procedures that might improve the AT transition process for a student with exceptionalities.

The first interviews were conducted near the beginning of the academic school year. Follow-up interviews, using the same questions, as applicable, were conducted at the beginning of the second semester to capture any subsequent actions around the transition process that may have occurred. Students in Grade 9 were interviewed a second time, as they were in the transition process during their 9th-grade year; additionally, the students in grades 10 and 11 were interviewed a second time, as it was considered that they may have had additional comments to contribute at this point in their education. Interview sessions lasted 45 to 60 minutes.

What We Found

Initially, we investigated the first and second terms separately to determine if different issues arose. We also looked to see if the students who had been in secondary school for more than a year identified different issues. Overall, we found no real differences. Four major themes emerged from the analysis of the interview transcripts: 1) environment, 2) training, 3) assessment, and 4) advocacy. These themes are explained in detail below, using excerpts from the interviews.

The environment refers to the acceptance of technology as a tool for learning and the degree to which adequate technical assistance is provided for both teachers and students to make the best use of this tool.

The kids get into class, the lesson is delivered, they get into the lesson, and then they're onto rotary [students head down to the learning strategies classroom to use the technology].... But sometimes they find that, by the time they get down here, if the system is crashed, then they are frustrated that they've lost time. (Secondary School Learning Support Teacher)

We have to have our tech do everything ... so there are a lot of delays, putting it through help desk, asking for assistance, it goes down to the board office.... It's unfortunate, but the system kept going down throughout the school. So, our tech is pulled away, so we don't have somebody who works just with us. (Secondary School Learning Support Teacher)

Training emerged as a major issue. Our participants suggested that receiving continual training that is suited to individual needs and having the time to practice are necessary for both students and teachers, in order to achieve a level of comfort with the technology.

I think all people involved have to be comfortable.... The student has to be comfortable with the equipment; the teachers involved have to be comfortable with the programs. And anybody who is in the learning support role also has to be really the best trained ... and knowledgeable on the program. (Doug, Student)

On the whole, the training is overwhelming: Too much information in a short period of time. It wasn't as effective as it would have been, had it been spread out. (Elementary School Learning Support Teacher)

Assessment also was an important issue, especially for some of the parents. Certain issues were raised, such as the methods used to formally assess students' strengths and the need for informal assessments to achieve effective person-technology matches, considering the learning goals at the secondary school level.

[A text to speech program] never really took off. It was too difficult for Alice to scan all of the pages before listening to them. Word Prediction software was difficult for Alice to use due to her eyesight, because it kind of clutters the screen. (Parent)

Advocacy focuses on the role of support and encouragement for the student using AT.

[The elementary school learning support teacher] was an amazing resource teacher.... He really pushed hard. (Steve, Student)

Self-advocacy, even for a student to go in front of the classroom teacher in Grade 9 or Grade 10, it's really difficult for them. And a lot of them have this stigma about being identified. (Secondary School Learning Support Teacher)

Implications

The four themes that emerged in our investigation align closely with Blackhurst's (2005) discussion of primary concerns to be addressed when using technology with students who have learning disabilities. In order to create a smooth transition, listening to the players (e.g., students, parents, and teachers) is crucial in creating a supportive environment. In addition, one must employ effective training as well as a variety of formal and informal assessments.

Often, it is a concerned parent or teacher who advocates for the student and creates an awareness of the need for action to be taken connected to getting the

AT set up effectively at the new school. Parents and teachers in the study stated that selecting a "captain" who is aware of the student's needs and current accommodations would be beneficial. This person's role would extend to the coordination of information to support the integration of AT into the secondary school environment for the student. Although they did not see the need to have a formal process for such a person, it seems to us that without the formal process, many children will be overlooked. The students in this study have parents and teachers who advocate strongly for them. Even so, we see that, regardless of the time when interviews were conducted (semester 1 or 2) or the length of time in secondary school, the same concerns and issues were raised. Ultimately, AT is not being used effectively. Given the dropout rate for students with special needs (Stodden et al., 2003), it is imperative that we provide a systematic way of supporting these students in secondary school. By paying particular attention to issues surrounding AT, we will be able to provide them with the tools necessary to succeed. We must understand that simply providing the AT for the students is not enough. Accommodating students' needs involves much more.

We must work to ensure that this tool is as effective as it can be through the use of assessment, training, advocacy, and an environment that is conducive to meeting the needs of all students. Table 1 provides a general summary of issues to consider around the themes discussed.

Although this study was performed in Ontario, there are implications for education internationally. Generally, a response must come from schools, school boards, and government bodies that regulate education to create policy and best practice for the use of AT. Changes must inevitably occur, especially around the allocation of resources for planning, providing, and supporting the assistive technology that will create effective learning environments for all students, especially those who depend on such tools to participate in and succeed at school. This is especially true, given the continued call for more training for school staff in the use and implementation of technology in general (Wood, Mueller, Willoughby, Specht, & DeYoung, 2005) and AT specifically (Zabala & Carl, 2005).

The best way for Canada to continue to develop towards more inclusive practices in education is to ensure that we make decisions based on evidence-based practices from around the world. To help prevent teachers' discouragement, the type that we see because of the constant change that has occurred over the last few decades, we need to allow the guiding principles of learning to lead the way. It is important that we follow the lead of such researchers as Edyburn (2005) and continue to investigate the efficacy of interventions for our students with special needs. Education is a major investment of time and resources; parents and teachers of students using AT at this critical point in their schooling need to incorporate practices that have been shown to be successful in aiding transition to secondary school.

Authors' Note: This research was supported by a grant from the Dominion of Canada General Insurance Company.

References

Anderson, L. W., Jacobs, J., Schramm, S., & Splittgerber, F. (2000). School transitions: Beginning of the end or a new beginning? International Journal of Educational Research, 33, 325-339.

Ashton, T. (2005). Students with learning disabilities using assistive technology in the inclusive classroom. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology and practice (pp. 229-238). Whitefish Bay, WI: Knowledge by Design Inc.

Bill 82. Retrieved March 29, 2007, from www.edu.gov. on.ca/eng/general/elemsec/speced/edact.html,

Blackhurst, A. E. (2005). Perspective on applications of technology in the field of learning disabilities. Learning Disability Quarterly, 28, 175-178.

Carter, E. W., Clark, N. M., Cushing, L. S., & Kennedy, C. H. (2005). Moving from elementary to middle school: Supporting a smooth transition for students with severe disabilities. Teaching Exceptional Children, 37(3), 8-14.

Eccles, J. S., Midgley, C., Wigfiled, A., Miller Buchanan, C., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101.

Edyburn, D. (2005). Assistive technology and students with mild disabilities: From consideration to outcome measurement. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology and practice (pp. 239-270). Whitefish Bay, WI: Knowledge by Design Inc.

Galton, M. (2000). School transitions and transfers [Special issue]. International Journal of Educational Research, 33(4).

Galton, M., & Morrison, I. (2000). Transfer and transition in English schools: Reviewing the evidence. International Journal of Educational Research, 33(4), 341-363.

Hunt, D. E. (1975). Person-environment interaction: A challenge found wanting before it was tried. Review of Educational Research, 45, 209-230.

Mawson, B. (2003). Smoothing the path: Technology education and school transition. Research in Science Education, 33, 503-514.

Parette, P., & McMahan, G.A. (2002). What should we expect of assistive technology? Being sensitive to family goals. Teaching Exceptional Children, 35, 56-61.

Pianta, R. C., & Walsh, D.J. (1998). Applying the construct of resilience in schools: Cautions from a developmental systems perspective. School Psychology Review, 27, 407-417.

Reed, P., & Bowser, G. (2005). Assistive technology and the IEP. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology and practice (pp. 61-77). Whitefish Bay, WI: Knowledge by Design Inc.

Regulation 181. Retrieved March 29, 2007, from www.e-laws. gov.on.ca/DBLaws/Regs/English/980181_e.htm.

Scherer, M.J. (2005). Assessing the benefits of using assistive technologies and other supports for thinking, remembering, and learning. Disability and Rehabilitation, 27(13), 731-739.

Stodden, R. A., Conway, M. A., & Change, K. B. T. (2003). Findings from the study of transition, technology, and postsecondary supports for youth with disabilities: Implications for secondary school educators. Journal of Special Education Technology, 18, 29-44.

Weber, K., & Bennet, S. (2004). Special education in Ontario schools (5th ed.). Thornhill, ON: Highland Press.

Wood, E., Mueller, J., Willoughby, T., Specht, J., & DeYoung, T. (2005). Educators' perceptions: Barriers and supports to using technology in the classroom. Education, Communication, and Information, 5, 183-206.

Zabala, J. S., & Carl, D. F. (2005). Quality indicators for assistive technology services in the school. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology and practice (pp. 179-207). Whitefish Bay, WI: Knowledge by Design Inc.

Jacqueline Specht is Associate Professor and Director, Grace Howell is Research Officer, and Gabrielle Young is Research Assistant, Centre for Inclusive Education, Faculty of Education, The University of Western Ontario, London, Ontario, Canada.

Table 1
Recommendations To Support Transition of AT to Secondary School

Themes         Considerations

               Are the student's current needs and strengths
               observed and noted?
Assessment     a. Review evaluations of effectiveness of AT for
                  student in previous settings
               b. Recommend AT based on best fit of AT with the
                goals for this student

               Is there a consistent process to plan for the
               transition of a student using AT?
Environment    a. Include a "captain" to oversee process:
                  student, parents, teachers
               b. Clarify roles of team and goals for student
                  outcomes
               c. Board develops a consistent process for
                  transition of students with special learning
                  needs to secondary school or any new school
               d. Continuum of care: processes and people
               Is the AT that is selected:
               a. Compatible (class to class, class to home)
               b. Accessible
               c. Reliable
               d. Portable
               e. Effective in specific settings

               Are the student, teacher, and caregivers able to
               use and apply the AT?
Training       a. Professional development/ release time as
                  needed use and apply the AT?
               b. Delivery of sequenced training, and regular
                  opportunities for practice

               Are the "voices" of those involved-student,
               teacher, parent, administrator-heard?
Advocacy       The "captain" solicits, notes, and responds to
               stakeholders' opinions.