Determining Children’s Assistive Technology Needs through Video Conferencing Assessments
Debra Bauder, University of Louisville, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Based upon current practices, state-of-the-art assistive technology assessment systems are not widely developed or implemented in rural areas. Children with disabilities have major problems in accessing assistive technology that meets their needs. In addition, the availability of trained professionals that can diagnose the nature of a child’s assistive technology needs and identify the technology that will best suit their situation is also a dilemma. The ATVC (assistive technology via videoconferencing) Model uses distance-based videoconferencing technology capabilities in assessing the assistive technology needs of students living in rural areas. This model capitalized on the expertise of assistive technology experts that guide local school personnel in the actual assessment process via videoconferencing connections for a distance-based diagnosis and identification of possible technologies that fit the students’ need.
Bauder, D. (2013). Determining Children’s Assistive Technology Needs through Video Conferencing Assessments. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4302-4308). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).