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**The Implementation Process ** // By Karen Morrison, M.Ed., Special Education Resource Services, // // Amethyst // // Provincial // // Demonstration // // School //  Our journey using assistive technology effectively began in the 60’s when we //speculated// that computer technology may have positive benefits for students with learning challenges. The speculation turned to reality with advancements in technology and a growing body of knowledge about assistive technology use. We are now at a stage where researchers //conclude// that assistive computer technology (ACT) has the potential for improving educational outcomes and improving the quality of life for those with learning challenges. While it is recognized that ACT can have a positive impact on learning for students with learning challenges, the process for the integration of assistive technology into the curriculum is more complex. A well documented gap exits between the potential of ACT and the realities of the classroom.

Our new challenge is to implement the technology within the classroom environment while integrating the curriculum and supporting teachers who monitor ACT use. The integration of technology is viewed as a process that actively engages students with learning problems in instructional delivery. It involves a complex process that integrates ACT with learning objectives and proven learning theories (Okojie & Olinzock, 2006). ACT use is not a separate entity but is an integral part of the learning process itself.. Current research points to some critical components of effective ACT use and implementation. A few are shared here. 
 * 1)  Teacher training is critical and It must go beyond the mere functionality of ACT. Research shows that increased teacher training effects positive attitudes toward ACT . Positive teacher attitudes are linked to effective use. (Forgrave, 2002; Schlosser et al., 2000).
 * 2)   The instructional environment and the setting demands it places on students must be considered. Setting demands are those tasks that students are asked to perform in their classes and the prerequisite skills needed to complete the requirements (Bryant & Bryant 1998; Riegel, 1988; Rieth & Everston, 1988). A key step in effective ACT implementation involves identification of setting demands and the student’s ability to perform those tasks with appropriate ACT.
 * 3)  Effective implementation requires planning . All too often, a student arrives in class with ACT and little planning about how the equipment is to be used, in which subjects and for what purposes. Some school districts in the United States have developed models for planning such as the SETT framework from the Texas Assistive Technology Network.
 * 4)  Assistive technology should be viewed as a productivity tool for all users . All students may be positively supported with ACT use, not just those with learning challenges. While ACT is necessary for some students to demonstrate their learning, it is supportive of all students at different times. This also reduces the perception that ACT use is a disability tool and normalizes its use in a classroom.

<span style="display: block; font-size: 110%; font-family: Verdana, Geneva, sans-serif; text-align: left;">Above all, planning and implementation must be student focused. Planning starts with the student, not the technology. Merely prescribing ACT does not necessarily enhance individual performance. A user’s personal preferences and abilities are critical factors when implementing ACT (Edyburn 1998; Lueck et al., 2001; Zabala, 2006). Student’s opinions, strengths, attitudes and interests must be considered (Raskind & Bryant, 1996; Bryant & Bryant, 1998). We must not lose sight of the ultimate goal to support students using ACT in a way that allows them utilize ACT fully to meet their educational needs.