The Importance of Technology in the Education and Training of Persons with Mental Retardation

During the past two decades there has been a community (Brown, Nie proliferation of technological advancements tupski, & Hamre-Nietupski, 1976, p.8). in the fields of rehabilitation and special edu cation. Technology plays a vital role in the The realization of this goal suggests that lives of all persons in our society, but, for persociety would no longer evaluate educa sons with mental retardation, the promise of tional, therapeutic, or rehabilitation pro technology is particularly well-recognized grams on the numbers (rather than impor (Cavalier, 1988, 1989; Garner & Campbell, tance) of the skills learned by persons with 1987; Vanderheiden & Dolan, 1985). mental retardation, the amount of direct edu In a general sense, technology offers three cation and training time available, or the potential benefits for persons with mental restaff-to-individual ratio provided. Instead, so tardation: (a) the facilitation and automation ciety would begin to reference its technologi of therapeutic regimens and educational accal service progress to the technology use in tivities; (b) the provision, restoration, or exthe integrated environments found within tension of a person's physical abilities; and (c) our communities where persons with mental the provision of opportunities for greater parretardation reside. Because of the signifi ticipation in the mainstream of society cance of this concept to meaningful technol (Garner & Campbell, 1987; Vanderheiden & ogy service provision, professionals are chal Dolan, 1985). lenged to look at each of its components in In all areas of life functioning, technology greater detail, can play a critical role in facilitating optimal To attain the goal of functioning, participation in our society. Even with young it is important to recognize that skills re children with mental retardation, devices can quired for full participation in community become naturally assimilated as a part of our life vary markedly. These skills change over environment (Hansen & Perlman, 1989). By time and are particularly influenced by local having an early awareness of what is possible, conditions and factors, varying across cities young children can broaden their aspiraand people relative to any particular person's tions, as well as the expectations of others reage. Transportation, for example, is one area garding their potential. With such early expein which technology skills change across envi riences, it is anticipated that as adults, these ronments. In a large metropolitan area, the individuals will be more capable of achieving use of public transportation and related tech the goal of optimum functioning. This nologies would be crucial for any person; in a goal addresses the: remote rural area, such transportation is typi ,. , , , cally not available suggesting the need for ever changing, expanding, localized, and „ / , . , , • . . .. . i r r . i technology-related skills in using alternative personalized cluster ot factors that each „ , . , .. . , , r transportation modalities, such as powered person must possess in order to function as * , . , , . . , , c r carts or adapted vehicles. In either case, skills productively as possible in socially, voca, . , . , ... ... , r , which either directly or indirectly involve the tionally, and domestically integrated adult use existmg technologies wou,d ^ re. . ... . quired of the person with mental retardation. Correspondence concerning this manuscript t _ „ should be addressed to Howard P. Parette, Jr., . Inherent in the goal of function Center for Research on Teaching and Learning, 'ng's an emphasis upon the person and his/ University of Arkansas at Little Rock, 2801 South her ability to participate in the mainstream of University, Little Rock, AR 72204. society to the greatest extent possible. Key