Interview Transcription

Outline and Web of Data

Evidence and Summary

Evidence

In what ways has the creation of a special education media center changed access for students with reading and/or written expression learning disabilities?

·        What are the other effects of these changes in access?

  •  In what ways might it be appropriate to implement these changes in the general-use media center?

Change in Access
  • See outline above – Section II (Access)

Implementation in General-Use Media Center
  • Larger classes given priority
  • SLMS not proficient/aware of AT – can be a wall
  • Assistive technology not viewed as general use technology (funding)
  • Certain advances in technology being blocked/banned by county
  • Universal design – if all students have access to AT in the general-use media center then stigma could be reduced for special education students
  • If general-use media center provided AT to all students from a young age then stigma would be reduced.

Summary of Findings

Evidence points to:

  • Lack of consistency in staffing of AT lab
  • Need for “creative” funding for AT lab
  • Lack of cross over into the general-use media center (universal design)
  • Stigma still a major issue for students with learning disabilities
  • Goal:  To create independent learners
    • It’s not about whether they can read a website, but rather can they analyze and utilize the contents of a website
  • Abundance of AT
    • Need for training at an earlier age
    • Need for County Office to embrace and allow for advances in technology (AT, but also tech that isn’t initially designed as AT – i.e. itunes)
    • Need for teacher/administrative training and buy-in

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