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A survey of the adaptive computer technology literacy for in-service special education teachers in Taiwan

During the past few years, schools in Taiwan have built many barrier-free facilities, such as ramps and restrooms, for students with disabilities. These facilities not only provide disabled students with more convenience in learning and school life, but also assure their opportunities and rights to receive education. Providing barrier-free computer facilities for disabled students, however, is still in its initial stages in Taiwan. Some school children with muscular dystrophy are not able to use the keyboards or the mice for ordinary computers due to the limitations of their poor physical condition. The news that these students are exempted from computer classes at school for this reason is occasionally reported. Fortunately, the advances in adaptive computer technology have proved to be able to help disabled students compensate, bypass and augment their basic abilities (Lewis, 1993). For example, students with physical disabilities such as cerebral palsy, muscular dystrophy or spinal cord injury, who are not able to use the standard computer keyboards, can use a variety of adaptive input devices to help them. These devices include both simple ones such as hand sticks, head sticks and mouth sticks and complicated ones, like Morse code and voice input systems (Church and Glennen, 1992). In short, anyone who can control just one single muscle of their body on their own is supposed to be able to use computer technology (Esposito and Campbell, 1993). In recent years, the central and local governments in Taiwan have been working very hard to encourage all elementary and junior students to use computers and the Internet in the hope of equipping all students with the ability to use modern technology. The school directors of computer education have also recognized the importance of computers and the Internet for students with disabilities and they have begun to improve access to computers at their schools. Regrettably, there has been no document available regarding the adaptive computer technology literacy of the special education teachers in Taiwan. Therefore, this research mainly aimed (1) to collect data regarding the adaptive computer technology literacy of the special education teachers, (2) to explore the problems regarding teacher training in adaptive computer technology and (3) to examine the problems regarding the promotion and utilization of adaptive computer technology.