Assistive Technology Interview Final Project Courtney Splawn EDU 620 Dr. Clark January 12, 2015

 My interview was conducted with Clay Jeffcoat, the Access Technology Coordinator at the South Carolina School for the Deaf and Blind.  SCSDB serves South Carolina residents age 3-21 years of age who are deaf/hard of hearing, blind or have limited vision, or mobility challenges.  SCSDB provides sign language interpreters, braille, large print, ramps an accessible alert system, and a variety of accessibility technology for individuals who are deaf/hard of hearing, blind/low vision, or those with mobility challenges. SC School for the Deaf and Blind Website:

 Mr. Jeffcoat is responsible for making recommendations on specific technologies that would be beneficial for the student, maintaining the software and insuring it is up-to-date, maintaining hardware if it is serviceable, and teaching students how to use the technology. He is also responsible for instructing the teachers on how the student can use the technology and how the teacher can re-inforce what has been taught. (Jeffcoat, Clay. Personal Interview. January 5, 2015).

SC School for the Deaf and Blind Spartanburg Campus

 The technology is chosen and recommended through a formal evaluation process. Students are asked to perform tasks, and their ability to complete these tasks on different types of devices is assessed. Their technology is also recommended based on their student’s individual academic, functional requirements or ambitions. (Jeffcoat, Clay. Personal Interview. January 5, 2015).  Text Enlargement Software is utilized on various devices by individuals who are partially blind at the School for the Deaf and Blind.

 At the SCSDB technology is delivered to the student(s) and then Mr. Jeffcoat or other specialist may come in to the school environment and train the student(s) and teachers on how to use the equipment. Throughout the course of the year the teachers would follow-up on a day to day basis and ensure the skills that were taught are being implemented in the classroom. (Jeffcoat, Clay. Personal Interview. January 5, 2015).  The SCSDB offers a variety of outreach services to school districts on a contractual basis. School Districts may find that a student may benefit from AT services where another student may be more suitable for the SCSDB Campus. For more information on their outreach program visit the SCSDB Website:

 Funding is provided by the school district in which the student is attending. School districts fully fund these individuals based on SCSDB Outreach Program Service and contract agreement. (Jeffcoat, Clay. Personal Interview. January 5, 2015).  Public schools are required to provide funding to eligible students including assistive technology. The student’s needs, services needed, and identified AT support would be addressed in the student’s IEP.

 Mr. Jeffcoat serves students from Kindergarten through High School. His students range from academic students to functional ones who may not receive a diploma.  According to Mr. Jeffcoat “students are able to complete their work alongside their sighted peers. Teachers and other students in the classroom see that persons with disabilities can be just as successful with specific adaptations” (Jeffcoat, 2015). (Jeffcoat, Clay. Personal Interview. January 5, 2015).

 Technology is used in a resource classroom with the intent that it will be used in the classroom.  Educational Technology in the classrooms include interactive whiteboard, touch- screen technology, video conferencing equipment for parent/teacher conferences.  Hardware and Software used for students who are Deaf or Hard-of Hearing and Blind or visually impaired: - Hardware: braille displays, larger monitors, braille embossers, specialized book playback devices, videophones, keyboards, book ports, and electronic magnifiers. - Software: text to speech software, screen reading software, screen enlargement software, digital book playback software, braille translation software, and other specialized software for teaching specific skills.

 This is a picture of a girl using AT such as the videophone. This device is used for deaf or hard-of-hearing individuals who use American Sign Video Phones and American Sign Language to communicate with others. This is one of the many devices that they use at the SC School for the Deaf and Blind.  For more information about the videophone and its use you can visit the following websites:

 The Book Port is an AT device that is used for individuals who are Blind. It serves for numerous purposes from transferring reading content, music or audio files, scanning media, recording and so much more. For more information regarding the Book Port visit this link:

 Training is provided in the school district by Mr. Jeffcoat or other Access Technology Specialists.  Various conferences and workshops are available to parents, teachers, or other qualifying individuals. This is to ensure quality education for these special individuals through professional development and training. These trainings vary from current or new technologies or information and how to implement the technology at school and home.

 The district is usually responsible for obtaining funds to get these devices fixed. Mr. Jeffcoat assists in the process by obtaining quotes or even repairing the devices himself.  “Many students like certain devices over others because they are smaller or do not make them look different than others” (Jeffcoat, 2015). Mr. Jeffcoat is more familiar with devices for the blind than for those with low vision or mobility impairments. (Jeffcoat, Clay. Personal Interview. January 5, 2015).

 They mostly rely on the feedback from the Teacher of the Visually Impaired to see whether the technology is working for the student. The student’s progress on the use of the technology is tracked in the Individualized education Plan (IEP). This is a document that is required for all students in Special Education which allows the monitoring of student’s progress in areas of special need. (Jeffcoat, Clay. Personal Interview. January 5, 2015).

 During the interview there was no mention of the use of iPads or laptops for students to use. Computers are used in the class or resource room for students to utilize software programs such as screen reading, braille translation, or text-to-speech. The computer does not offer students the transferability of device from class to class or from school to home like the iPad and laptop does. The iPad and laptop is lightweight and can be carried in the student’s book bag from one place to another to be utilized for each individual's specific learning purpose. Not to mention the iPad offers a various selection of applications designed to meet the needs of individuals who are deaf or hard-of hearing and blind or limited vision.

 I have always thought about getting my certification in American Sign Language. So when I was told that SCSDB volunteers are provided sign language classes free of cost that is an opportunity worth looking into after grad school or over the summer. This will allow me the experience to work closely with young children who have different needs while learning how to sign. Volunteering at the school will also allow me the hands-on experience and the chance to see how AT is used and implemented in the classroom. This exposure and valuable future experience will allow me to be a more diverse in my field and provide my students a quality education experience. Implementing more technology in the classroom, addressing the needs of all my students including those with different needs, and creating an environment that is inclusive to everyone.

Resources Interviewee: Jeffcoat, Clay. Personal Interview. January 5, South Carolina School for the Deaf and Blind Website: AT Websites: Book Port: Videophone: