Factors to consider when deciding on AT - The Pupil

The Pupil

The arrival in a school of a pupil with a disability for the first time is an anxious occasion for parents, pupil and teachers. There will be a general effort to make the best possible arrangement for the pupil and the provision of computer equipment is one tangible option that can be put in place. However, it is important, at this early stage, that there would not be an over-reliance on the benefits of computer use for a young child. Rather, it would be viewed as just one part of an overall provision.

It is generally acknowledged that there is a high rate of abandonment of assistive technology equipment and it is estimated that up to 30% of it may be abandoned in the first three months of use. Where this happens, it represents a setback for the pupil and his or her family, and every attempt must be made to avoid this.

There may be a variety of factors involved in this happening, some of which are outlined in a further section. However, the single biggest factor will probably be too much emphasis on technology and not enough on matching the pupil's characteristics and circumstances with it. These may include functional and cognitive ability, along with temperament, attitude and motivation These, in turn, must be matched with the practicalities of the home and school environments, and there may be a large gap between what is theoretically the best solution and the practically achievable, optimum solution. There is no single formula or set of rules available to work out this process, but a little knowledge, along with good judgement and experience of school environments, combined with common sense, will greatly assist in achieving a good result.

How the pupil perceives the technology as an appendage to him or herself, or how it emphasises their difference, may be among the more significant factors in determining acceptance and usage. In some cases, the device becomes associated with the pupil's self-image in a positive or negative way. Reaction to the technology will also vary with age. For example, a child of a certain age may be delighted with a large and brightly-coloured keyboard or mouse. Within a year however, this might be viewed as 'babyish', and a source of acute embarrassment.

Adults, without attempting to fully understand the reasons, should not interpret such reactions as unreasonable. Everyone is conscious of their accessories - clothes, cars, and homes, for example, and being aware of the pupil's possible sensitivity to these issues will help to ensure success.

In summary, the pupil must 'buy-in' to the process, and long-term acceptance and success of the technology is more likely if the following points are considered:

• Technology is only a magic solution in a limited number of cases - it is usually just one aspect of a range of necessary provisions.
• The technological demands should be within the cognitive and physical ability of the pupil. Some software is complex, and learning how to use it may be demanding - avoid 'cognitive overload'.
• The pupil should have an involvement in choosing the technology in a manner appropriate to his or her age - sometimes teenage pupils may not use the technology as a means of making a statement.
• 'High- or medium-tech' solutions should only be deployed where 'low-tech ones, or other strategies, are less effective.
• The technology will work better where it harmonises with the school environment and routine.
• The devices used should be as discreet and aesthetically acceptable to the pupil as possible, and that he or she will accept the 'difference' that the technology may create - the 'buy-in' factor. However, in other cases, it can bestow status on the pupil within the school and thereby improve self-esteem and motivation.
• The technology actually makes tasks easier, not more complicated.
• Alternative arrangements should not be an isolating factor for the pupil.
• Parents should be involved, with co-ordination between home and school. Where possible, the school technology should be replicated at home
• Provision should be made for technical support - the pupil should not be left for long periods without essential technology