Inclusive education: The case for early identification and early intervention in assistive technology

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ABSTRACT

This paper starts by presenting the argument that inclusive education for learners with disabilities is often not possible without their access to fit-for-purpose assistive technology (AT), as the barriers to their education are often environmental.

The paper will argue that, if assistive technology is an enabler for learning, then the processes by which children with disabilities are identified as users of assistive technology must take place as early as possible in the lifecycle. Mechanisms associated with Early Identification and Early Intervention (EI/EI) must be outfitted with all necessary resources for identifying and addressing the unique assistive technology needs of each individual child, but also have a prospective view of the use of the assistive technology in order to ensure school-age children start benefiting from assistive technology as early as possible.

A further argument will be made that, when adequate identification of the need for assistive technology has not taken place early, education systems must be prepared to – in collaboration with other ministries or departments – identify, assess and provide the necessary assistive technology not only as it relates to education use, but to all-inclusive and holistic use. The argument will be made for adequately resourcing “support services for inclusion” and creating transdisciplinary teams of professionals that can effectively ensure equitable access and participation of all children with disabilities in inclusive education.

Throughout, some examples of good practices will support the narrative, and the paper will close with recommendations for stakeholders involved in developing policies and practices for inclusive education.

KEYWORDS:

• assistive technology
• early identification
• early intervention
• inclusive education
• policies
• practices
• transdisciplinary team

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

¹ Integration is defined in CRPD GC4 as “the process of placing persons with disabilities in existing mainstream educational institutions with the understanding that they can adjust to the standardized requirements of such institutions” (p. 3).

² Inclusive education is defined in CRPD GC4 as “a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and the environment that best corresponds to their requirements and preferences. Placing students with disabilities within mainstream classes without accompanying structural changes to, for example, organization, curriculum and teaching and learning strategies, does not constitute inclusion”.