Socioeconomic Factors And Assistive Technology

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Socioeconomic Factors and Assistive Technology Marion Collins Missouri State University Abstract The impact of technology in the classroom is unquestioned. Whether it be a class in middle school class in Macon, GA “skyping” with a middle school class in Tokyo, Japan or simply one student searching for information he needs for a paper he is writing. The need for access to this technology is not restricted to only the general education population in our schools. Children with disabilities are becoming increasingly proficient in and dependent on the use of these new types of assistive technology now available to them. However, they are limited by the availability of this technology. The limitations can be, in large part, attributed …show more content…

Technology transports, entertains, facilitates communication, transfers and tracts economic resources, manages agriculture, and provides advanced healthcare, to name just a few. Educationally, students are using technology to explore, research, watch instruction, turn in assignments, share resources, and complete presentations and projects. Technology can no longer be considered a luxury to enjoy; it has become a required component, linking the curriculum and the student. And, although technology use and availability options seem to be pervasive in every aspect of life, technology comes with a cost and not everyone has the capability to access it at the same level. Students from lower socioeconomic status (SES) groups may have barriers to obtaining and utilizing resources that will help them to be successful within the educational program. Additionally, students with visual impairments and other disabilities require assistive technology in order to access curriculum materials alongside their sighted peers, and the cost of those additional options may also be prohibitive for some SES …show more content…

The higher the income of a family, the higher the rate of computer usage for the children in that family. Conversely, children from families in lower income brackets report less computer usage. This observation was reported by Andy Carvin, the coordinator of the Digital Divide Network, who said, “More than 80% of households earning more than $70,000 per year are online, compared to barely 30% of households earning less than$15,000 a year. For me, though, the most telling statistics relate to education. Nearly nine out of 10 households in which someone has attained graduate-level education were online. In contrast, less than one in five households, 16 percent of people without a high school diploma had Internet access. Though shocking, these statistics should come as no surprise” (Carvin, 2006). In today’s technology driven world, internet access is not the only consideration or determining factor for academic success. Additional opportunities to access technology, both software and hardware, is an important component in overall readiness skills for today’s youth. Not having access to other devices may negatively impact the academic success of a student. Technology exposure at an early age can help to ensure our students remain competitive compared to other students

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