Technology As A Tool for Young Children with Disabilities

Since 1980, Macomb Projects has been exploring the potential of computer and adaptive technologies as they relate to the education of young children with disabilities. The overriding mission of Macomb Projects is to provide equalizing opportunities to young children with disabilities by providing their families and teachers with training, technical assistance, and products relating to assistive technology. Technology, particularly computers and adaptive peripherals, has provided these young children, their families, and their teachers with tools for equalizing opportunities in many areas---cognitive development, motor development, social development, and self esteem, to name a few.

Computers are extremely patient and uncritical when children make mistakes---marvelous characteristics which make them quite effective for young children¹s learning. Not only that, the newer interactive software allows young children to explore and experiment in a safe environment where there is no wrong answer and where a child may experience success, sometimes for the first time.

Computers are an especially important learning tool for children with physical disabilities. Assistive technologies, including computers and adaptive devices (e.g., switches, alternative keyboards, touch tablets) provide children with disabilities a variety of tools that encourage autonomous behavior and increase the probability that they will interact with their environment (Hutinger, 1996). For example, a child who is unable to hold a pencil can use the computer, a switch or TouchWindow, and a graphics program to draw. Parents and teachers involved in Macomb Projects' longitudinal research study on technology's effectiveness for children with multiple disabilities reported that their children showed greatest gains in areas of social and emotional behaviors, "including enhanced self concept, independence, social interaction, cooperation, and exploratory play." (Hutinger, Johanson, Stoneburner, 1996, p. 26) Gains in cognitive, motor, and communication development also resulted from assistive technology use.

Both verbal and nonverbal children can use the computer as a communication tool. Software provides both subjects and purpose for conversations for those who are able, and willing, to speak. Social interactions among children using the computer occur spontaneously and should be encouraged. Children for whom verbal communication and/or social interaction is difficult are motivated to increase skill in these areas through their interactions with the computer.