Propelling Students with Special Needs into Their Potentials

Responding to “Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged,” By Diane Curtis

Summary

This article illustrates how students with physical disabilities are able to engage their minds utilizing assistive technology. Inspiring stories of such children are shared to support the positive role AT has had thus far. They include allowing a child to write with his eyebrows, speaking for another child who can’t talk, both of whom are from an elementary school in California. The goal of the school is “to design whatever plan is necessary to allow the students to achieve their potential.” (Curtis, 2005) More examples are given from students from Washington, including those from a program at the University of Washington. The overarching theme is that providing technology for students with special needs enables independence and propels them into their potential.

Reaction

Why not? Who would be against empowering students and witnessing miracles? The stronger deterrent I imagine is exuberant costs of equipment. So, I picture further implementation as a process over time, with the accumulation of research and acquiring of technologic tools. Otherwise, it is amazing to hear of children with severe disabilities functioning at levels far beyond their capacities.

Reference

Curtis, D. (2005). Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged. Retrieved from Edutopia: http://www.edutopia.org/assistivetechnology