Training for Aural Reading and Writing
There's more to implementing assistive technology systems than just finding devices and getting them. A large percentage of students who enthusiastically start using assistive technology systems discontinue using those systems in the first year. The percentage is even higher in those settings where students do not receive adequate training and support in the first three months. Students who have had long-term success are those who have had adequate training, follow-through training, and support that fostered broad skill development rather than only focused training on how to use a device.
Devices and systems have different performance specifications, students have different needs and capabilities, classroom environments and class lessons have different demands, and the accommodation needed for a specific tasks very among students. Add to these factors the personal, emotional, and social obstacles related to a disability to get a better understanding of how easy it is to give up on a great opportunity the second third or fourth time there is a problem. Usually with Aural Reading and Writing systems, this is a problem that no one else in the room (or for that matter school) has ever had. However, if there is a support system in place for teaching students how to cope with and get past problems the student success rates go way up. For young children, parents and teachers will have to acquire these skills first so they can support their children and begin the process of teaching these children to learn to support themselves leading to mature adult assistive technology users who perform all the needed skills for themselves.