NT1330 Unit 1 Assignment 3.2

3.2 Proloquo2Go – is an augmentative alternative communication application that is used with portable devices such as a tablets and iPad. Proloquo2Go is a symbol supported application that is designed to promote growth of communication and language development by generating speech. (AssistiveWare, 2015). It caters for a range of abilities from beginner to advance as it promotes visual, cognitive and fine motor skills. Assistive technologies have increasingly been used with people who are diagnosed with Autism Spectrum Disorder (ASD) due to their obstacles in learning and behavioural characteristics. (Lang, Ramdoss, Raulston, Carnet, Sigafoos, Didden, Moore & O’Reilly, 2014). Individuals with ASD display impairments in social interactions, communications,

Choosing an assistive technology can be prove to be an expensive and time consuming task for all parties, therefore it is important that the technology will be provided to those students that will require them and to those that will actually use them. (Hemmingsson, Lidstrom & Nygard, 2009). Therefore teachers must be provided with support for factors such as evaluations, selecting and purchasing and designing and customising the technology. (Sharpe, 2010). Schools can fund the assistive technologies but they must consider funding the human factor by providing ongoing training and technical assistance to the teacher, staff, student and their families. (Lahm, Bausch, Sarpe & Hasselbring as cited in Sharpe 2010). According to Sharpe (2010), deciding on an assistive technology should be based on data collection of students abilities, breakdown of learning activities, learning style, the environment in which the assistive technology will be used, Individualised Education Plan (IEP) goals and objectives and the level of technology acceptance. This involves having the support and consultation with not only the school, staff and parents but also outside agencies like occupational therapists, who need to co-operate with schools to ensure that the choice of assistive technology is integrated into the classroom to increase

Shortly after implementation of the assistive technology, the abandonment rate is known to as high as 75 – 80 percent. (Ebner & Verza as cited in Sharpe, 2010). Understanding why teachers abandon the assistive technology is important as they are the party that controls whether it is used in the classroom. Regardless of whether the IEP mandates its use, the teacher may not decide to use it or limit its use. (Sharpe, 2010). Factors such as teacher attitude, perceptions and pressures of adapting assistive technologies, could determine the likelihood of it being abandoned. Some teachers may feel excited about implementing assistive technologies but for others, it may invoke fear and resistance. This can be traced back to lack of skills or experience using the technology correctly and for the correct purpose (Smarkola as cited in Sharpe, 2010). Temple (as cited in Sharpe, 2010) cites lack of time as another barrier that can lead to abandonment. Other factors included problems in acquiring the assistive technology due to availability or provision of funds and poor perceived and or actual performance of the technology. Other issues relate to the student using the assistive technology. Students are often worried about technology affecting their self image due to peer reactions to their use of these technologies. These feelings can result in the