JAASEP WINTER 2013 Part 4 of 14
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From a historical perspective, McDonald and Hannafin (2003) argued that recent technological advances have had the most significant impact on society compared to any other era. This is evident as recent technological advancements have improved support systems for individuals with disabilities (Bausch, Ault, Evmenova, & Behrmann, 2008; Brown & Fitzpatrick, 2010; Bryant & Bryant, 1998; Dyal, Carpenter, & Wright, 2009; Fitzpatrick & Brown, 2008; Fitzpatrick, 2005; Fitzpatrick & Knowlton, 2009). Moreover, it is well documented that legal mandates have been established regarding addressing assistive technology (AT), including educational/instructional technology (E/IT) within a student’s individualized education program (IEP) (Bausch & Hasselbring, 2004; Dissinger, 2003; Judge, 2006; Parette & Peterson-Karlan, 2007; Parette, Wojcik, & Peterson-Karlan, 2005). For example, in 1988 Congress passed the Technology-Related Assistance for Individuals with Disabilities Act (Tech Act) which established a legal precedent and proclaimed that technology plays a vital role in educating students with disabilities (Alper & Raharinirina, 2006; Smith & Jones, 1999; Turnbull, Turnbull, Shank, & Smith, 2004).
Abstract
The aim of this manuscript is to address the significant void in the literature related to technology integration for culturally and linguistically diverse (CLD) students with disabilities living in urban communities. Given that the vast majority of CLD students attend school within urban districts, the focus of this article is to (a) identify and address the challenges students and educators encounter with technology integration in urban environments, (b) deconstruct the discrepancy between the need and the ability to implement AT and I/ET in urban school settings, and (c) identify and provide relevant resources and recommendations for educators working in urban school districts who have limited access to I/ET.