Vol. 7, No. 3 Summer 1999	Previous Issues Subscribe to AT Messenger Download PDF Viewer
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DATI Studies Assistive Technology's Role in Delaware Schools

In the 1995-96 school year, and then again in the 1997-98 school year, the Delaware Assistive Technology Initiative surveyed educators in 19 Delaware school districts. The survey asked educators about their familiarity with different types of assistive technology (AT), their history accessing AT training to increase their knowledge and skills, and their perceptions regarding the barriers to AT access. In 1995-96, 7,474 surveys were distributed to teachers statewide, and the response rate across districts was 11.7%. The second survey was distributed to teachers, administrators, paraprofessionals, and related services personnel. This survey went to 9,076 educators statewide and drew a response from 10.92%.

What types of AT needs do educators see? Educators noted that the most common AT need was computer access. In the 1995-96 survey, 63.3% of educators encountered students needing computer access. In 1997-98, 54.2% of educators encountered students with computer access needs. Other frequently cited needs were cognitive assists, augmentative communication, mobility aids, and positioning/seating aids.

Familiarity with AT and Training

The surveys collected information on educators' history in accessing training, including resources offered by DATI. Findings include:

• Increasing numbers of educators visited Assistive Technology Resource Centers (7.4% in 95-96 to 14.3% in 97-98)
• Increasing numbers of educators attended DATI conferences (2% to 6.6%) and workshops (8.6% to 15.6%).
• 72% said that they had Internet access; 63.2% have searched for specific information on AT.

AT access in schools

• Less than half (47.6% in both surveys) felt that the AT needs of their students were being met, yet approximately 75% (72.8% and 74.5%) feel that AT is often the key to a successful educational outcome.
• Under 20% (16.4 % and 19.7% in 1995-96 and 1997-98 respectively) felt that their district policies regarding AT were clear
• Approximately 30% (29% and 30.7%) felt that their district's AT-related policies were responsive to student needs.
• Under 5% (3% and 4.9%) felt that their district spent too much money on AT.
• Under 40% (34.9% and 38.1%) feel that there is an adequate support structure for addressing student AT needs within their districts.

Barriers to AT access

The surveys revealed that, according to educators, the greatest barrier to AT access is insufficient information. Under 20% (19.1% and 15.7%, in 1995-96 and 1997-98, respectively) felt that they had extensive knowledge of most types of AT. Educators ranked other barriers (in decreasing order of importance):

• limited student/family funds,
• limited district budget,
• district policies for AT unclear,
• limited assessment resources,
• must eliminate other possible funding,
• and other.

Assessment of educators' knowledge

In general, the gap between information that educators have on a specific type of AT and the information that educators need has reduced. The areas in which educators still identify a great need for information are: adaptive toys/games, augmentative communication, computer access, cognitive assists, environmental controls, home modifications, sensory aids, and worksite modification.

Preferred methods of learning

Half-day workshops and demonstrations were consistently preferred to other methods of learning. Educators ranked other methods of learning (in descending order of preference): reading material, conferences, one-on-one technical assistance, on-line tutorials/courses, and case study discussions.

Over the summer, DATI will be distributing reports to each school district. The reports will include information specific to the district as well as statewide information. The current emphasis on access to the general education curriculum indicates that the demand for AT is going to be greater than ever before. The survey information is intended to help districts clarify their policies and practices relative to AT, and to motivate them to provide the necessary infrastructure-trained staff, equipment inventories, and technical assistance-to foster compliance with IDEA 97 and to meet student needs.

DATI looks forward to assisting districts in those efforts, using survey information to tailor training and information resources to educators statewide.