Bridges and Barriers

I have thought a great deal about Dave’s discussion of the different pencils we use to communicate. He explained that there are three times in which individuals with typical abilities must divert attention from the task of expression to the mechanical operation of some technological tool or method. Holding a pencil is the first hurdle to cross. When a child becomes confident and able in this task, he or she picks up a pencil and begins to write without a thought about holding the pencil correctly. This task is now automatic, requiring no further conscious attention. Similar challenges include writing in cursive and using a keyboard efficiently. After these tasks are learned and automatized, the individual can use them with very little effort or attention.

So, the person with typical abilities experiences only three times in which he or she must struggle with a tool or a method to produce written communication. I have the luxury of using a variety of tools for expressing myself based on mood and availability. However, the different pencils for students with special needs are not used on a whim; they are a matter of necessity. While I can use numerous tools to express myself, the choices available to a student with special needs are fewer and more crucial.

It is encouraging to learn about the different pencils available through assistive technology. It is important to realize, however, that no matter how innovative the tool, no matter how striking the results that may be gained from these assistive technologies, these tools will never completely free the learner with special needs from his or her limitations. The technology is their bridge to greater abilities, but the barrier is still – and always – there.