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 Michael J. Ruiz
VI. Social, Ethical, Legal And
Human Issues
     Throughout this article, Weikle and Hadadian attempt to scratch the surface of how assistive technology (AT) plays an integral part in the development of literacy for those with learning disabilities. Since more schools are using inclusive settings for there learning disabled population, "teachers are expecting them to interact with technology as do their peers" (Weikle & Hadadian, 2003).  Because of these expectations, learning-disabled students are at a higher risk to fall behind if they have not been exposed to these technologies beforehand.  In essence, the student must learn the literacy and technology skills that are needed to succeed in the classroom.  The research highlighted suggests that children with learning disabilities attain literacy skills faster when introduced to literacy and technology at an early age. Results of the studies also demonstrate increased development cognitively, socially, and in linguistically among students who have utilized AT at an early age in comparison to those who did not.
      One aspect of Weikle and Hadadian's article that is beneficial is that it provides an extensive list of resources for emergent literacy and AT.  The authors also offer several suggestions as to how to present these resources and raise parental awareness.  However, the authors cite many different sources one right after the other, making it difficult to follow.
     The authors make it clear that students who do not have prior experience with AT are at a distinct disadvantage when entering inclusive classrooms.  As teachers, we sometimes take for granted that our students are familiar with some of the AT supplied to facilitate learning.  When this occurs, it is easy to understand student frustration, as they are struggling not only with literacy, but also the technology that is designed to help them.  I feel it is very important for teachers to keep these points in mind.  Extra time and patience is needed when utilizing these AT's as students are not experts in the field of technology.  They need to train on it in order to develop a sense of comfort.  Once students have demonstrated they know how to use the programs effectively, you will begin to see better academic results and improved self-esteem as these children feel pride in the work they create.

     Weikle, B., & Hadadian, A. (2003).  Can assistive technology help us to not leave any child  behind?  Preventing School Failure, 47, 4.

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