Assistive Technology Acceptable Use Ethics Policy

Policy Purpose 

Our assistive technology ethics policy aims to establish foundational guidelines for caregivers about the responsible and ethical use of assistive technologies (AT). This policy was developed to provide guidelines for effectively evaluating, networking, and addressing concerns related to mobility and the use of AT in caregiving situations. Stakeholder groups, including individuals with disabilities and elderly individuals, possess divergent perspectives on acceptable technology, emphasizing the necessity for user-centered designs that prioritize end-users (Bradwell et al., 2019). The consideration of the use-context, focusing on social, cultural, and economic issues, is important in user-centered design. This ensures that design is not merely an added component but rather an essential part of the development process (Gandy et al., 2017).

 Scope

This policy applies to all caregivers who are actively engaged in the implementation of AT for individuals with various requirements, including a broad spectrum of disabilities and ailments. The principles described here are relevant to caregivers in different environments, such as homes, healthcare facilities, and community support programs. This document will be used to prepare for an inclusive future that promotes the empowerment of persons with disabilities. It is vital to implement guidelines that govern the development of robots, artificial intelligence (AI), intelligent systems, and assistive technologies (Bricout et al., 2022). The acknowledgment of the user is important as emphasis is placed on social, cultural, and economic issues, in a user-centered design. This ensures that design is not merely an added component but rather an essential part of the development process (Gandy et al., 2017).

 Policy Elements

The components of the ethics policy:

 1. **Evaluation:** Assistive technologies should be evaluated to identify their purpose and efficiency. Caregivers should consistently assess the suitability of the assistive technology to ensure that it provides the most suitable solution for the user.

 2. **Sensing and Privacy:** Privacy and ethical considerations related to assistive technologies should be examined. Caregivers should exercise confidentiality as the use of assistive technology may involve sensitive information. Users' privacy and dignity must be respected at all times.

 3. **Networking:** Assistive technologies have the potential to influence one’s identity perception, provide the ability to act, and ensure a level of privacy to protect the user. Caregivers must pay close attention to these effects and work towards creating a supportive learning environment that builds upon the emotional and psychological aspects of technology use while respecting cultural diversity.

 4. **Mobility and Accessibility:** Assistive technology provides the opportunity for learning to occur at any location. Caregivers are encouraged to stay abreast of improvements in AT that can provide independence and accessibility for the user. Accommodations should be integrated seamlessly with assistive technology to ensure equitable access for all users.

 5. **Culturally Responsive Teaching:** Caregivers should implement culturally responsive teaching practices when using assistive technology. This includes understanding and respecting the cultural backgrounds of users, considering diverse learning styles, and ensuring that AT solutions are culturally appropriate. Concerns related to cultural sensitivity should be addressed through inclusive design practices.

 6. **Policy Compliance:** Recognition of ethical standards is mandatory for all caregivers. Violations may result in disciplinary action, retraining, suspension, or termination depending on the level of breach. Caregivers must adhere to legal and ethical standards regarding the use of assistive technology and ensure that the rights and dignity of users are upheld.

 7. **Review and Revision:** The policy will be reviewed periodically to address key points and relevancy, providing feedback for continuous improvement. A concurrent procedure is necessary to implement, acknowledge, and continue to develop, design, and implement a policy (Bricout et al., 2022). Regular review and revision ensure that the policy remains aligned with evolving ethical standards and technological advancements in assistive technology.

 

Special Education Legislation: Influential Cases

This blog will examine the field of special education law and five important legal cases that have greatly impacted the understanding and implementation of the Individuals With Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA).

The case of Board of Education of the Hendrick Hudson Central School District v. Rowley occurred in 1982.

Main Disability: Hearing Impairment

This pivotal legal case established the "Rowley standard," which mandates that schools are obligated to provide a fundamental minimum level of opportunity but are not necessarily required to give the highest quality education. The meaning of appropriateness was not clearly defined. The court determined that Amy Rowley, a student with hearing impairment, was provided with a free appropriate public education (FAPE) even in the absence of a sign language interpreter. Overall Influence on the Individuals with Disabilities Education Act (IDEA) and Every Student Succeeds Act (ESSA): The FAPE standard was established, which had a significant impact on future cases and the way education is provided for students with disabilities. The U.S. Supreme Court established an entirely novel method for establishing educational benefit in the case of Endrew F, consequently, there is a more elevated standard for creating and executing a student's Individualized Education Program (IEP), which must be designed to facilitate the student's advancement based on their distinct educational requirements (Yell, & Bateman, 2020).

Endrew F. v. Douglas County School District (2017) is a legal case.

Main Disability: Autism

This decision provided a clear explanation of the FAPE requirement established by the IDEA. It emphasized that educational programs should be designed in a way that is reasonably calculated to facilitate progress that is suitable for the child's specific circumstances. The court dismissed the limited criteria established by Rowley, highlighting a more ambitious and personalized approach. Overall Influence on the Individuals with Disabilities Education Act (IDEA) and Every Student Succeeds Act (ESSA): Elevated the standard for educational achievements and emphasized the necessity for individualized education strategies. Upon meeting the eligibility criteria outlined in the Individuals with Disabilities Education Improvement Act (IDEA), a student is guaranteed the right to receive a Free and Appropriate Public Education (FAPE) (Bell, 2020). According to the IDEA, a Free Appropriate Public Education (FAPE) is an education that is funded by the government, meets the requirements set by the state, is suitable for the student, and is offered following the student's customized education program.

The case of Fry v. Napoleon Community Schools in 2017.

 Main Disability: Cerebral Palsy

Concise Summary/Discoveries: The case examined the exhaustion requirement and concluded that parents do not have to complete IDEA's administrative procedures if the litigation aims to obtain remedies that are not attainable through the IDEA process. Overall Influence on the Individuals with Disabilities Education Act (IDEA) and Every Student Succeeds Act (ESSA): Clarified the circumstances in which parents are eligible to initiate legal proceedings without prior engagement in the administrative procedure.

The case of Forest Grove School District v. T.A. occurred in 2009.

 Main disability: Attention Deficit Hyperactivity Disorder (ADHD)

Summary/Results: This case pertained to the reimbursement of private school tuition for pupils with disabilities in cases where public schools fail to offer a Free Appropriate Public Education (FAPE). The court determined that parents are eligible for reimbursement, regardless of whether the child really got special education services from the public school. Overall Influence on the Individuals with Disabilities Education Act (IDEA) and Every Student Succeeds Act (ESSA): Highlighted the significance of compensatory education and broadened parental rights in the pursuit of compensation. 

Honig v. Doe, a legal case decided in 1988,

Main Disability: Emotional Disturbance

Concise Summary/Discoveries: Honig highlighted that school administrators do not have the authority to unilaterally dismiss pupils with disabilities from school due to disciplinary reasons, as long as the misconduct is connected to their impairment. It emphasized the significance of tackling behavioral difficulties by providing appropriate assistance and services. Overall Influence on the Individuals with Disabilities Education Act (IDEA) and Every Student Succeeds Act (ESSA): Enhanced safeguards for students with impairments encountering disciplinary measures.

Timothy W. v. Rochester School District (1988) 

Main Disability: Learning Disability

This was a case that involved a student with a learning disability who was not receiving appropriate services from his public school. The Supreme Court ruled that schools must provide students with disabilities an education that is “reasonably calculated to enable the child to receive educational benefits.” This ruling established the principle of “meaningful educational benefit,” which requires schools to provide students with disabilities an education that is tailored to their individual needs and abilities. The case had a significant impact on the Individuals with Disabilities Education Act (IDEA) and its implementation, as it clarified the standard for what constitutes an appropriate education for students with disabilities.

In conclusion:

These instances signify milestones in developing the framework of special education legislation. It is important to ensure fair and impactful instruction for all students irrespective of their capabilities.

Sites to visit for more information:

https://supreme.justia.com/cases/federal/us/458/176/

https://sites.ed.gov/idea/questions-and-answers-qa-on-u-s-supreme-court-case-decision-endrew-f-v-douglas-county-school-district-re-1/

https://www.supremecourt.gov/opinions/16pdf/15-497_p8k0.pdf

https://supreme.justia.com/cases/federal/us/557/230/

https://law.justia.com/lawsearch?query=Timothy%20W.%20v.%20Rochester%20School%20District%20%281988%29

References

Bell, C. A. (2020). Endrew’s Impact on Twice-Exceptional Students. William and Mary Law Review, 61(3), 845. 

Yell, M. L., & Bateman, D. (2020). Defining Educational Benefit: An Update on the U.S. Supreme Court’s Ruling in Endrew F. v. Douglas County School District (2017). Teaching Exceptional Children, 52(5), 283–290. https://doi.org/10.1177/0040059920914259

Mrs. Simms - Stewart Educational Publications

Come and check out my previous blogs sites. 

Mrs. Stewart's E - Diary and Learning Blog - https://veolas.blogspot.com/ 

Technology in Education Slideshare: https://pt.slideshare.net/vsimms/technology-in-the-classroom-simms?next_slideshow=1 

Edmodo profile : https://www.edmodo.com/vsstewart-edmodo-edmodo-edmodo

Please view my live binder.  I created this site when I was completing my Masters Degree.  This site has a collection of various uses of technology in Education.  I hope that you find this information to be useful in your classrooms.

Please view the website below:

http://www.livebinders.com/edit/index/8857

Online Education in The Caribbean

Has online education increase in the Caribbean? Have you seen any changes with how instruction is being distributed to the masses of students?  Please check out these articles about 
Online education for the Caribbean’s educators and learning across the cays. Published on September 13, 2019 by Stella Porto. It includes part of my story. 

https://blogs.iadb.org/caribbean-dev-trends/en/online-education-for-the-caribbeans-educators/  

Learning Across the Cays by Stella Porto.

https://www.iadb.org/en/improvinglives/learning-across-cays

The New Normal After Covid - 19

What is normal? Some may ask what is normal? Things have definitely changed in the world of education.  As a mom and educator, I began to wear many hats during Covid - 19. I continued to be a educator to my students but now I evolved into a home school teacher to my two toddlers under the age of  5.  What a crazy experience! I had to prepare lessons, reports and assignments for my students. Teach Zoom and Edmodo lessons, sign into google  classroom, attend classes and complete assignments with my special needs son. What a journey not just for me but all the parents and educators around that world.  What a journey for all the students around the world that had challenges accessing a technological device such as a smart phone, tablet, computer or the internet. What a journey for students that didn't have access to cable TV to get their lessons. What a journey this experience was for many. Is this the new normal?  Can we get used to having all of our lessons online, taking tests and examinations online? 

I believe that we have no choice but to get used to the new normal. The new way of learning and accessing information. In the Caribbean Covid- 19 has open the doors for new methods of learning to be acceptable and accessible.  Many doors have been broken wide open.  We can either look at our glass as half full or half empty. Yes, the world has been hit with a Pandemic, we must decide how we will proceed forward to be successful. 

I choose to embrace the new normal. I choose to engage my students with technology to continue learning. What are you going to do? Will you embrace the new normal?