Abstract
The pandemic posed novel challenges for both educators and administrators in 2020 and 2021. With the onset of COVID, practitioners were holding classes either fully or partially remote. Technology suddenly became integral in curriculum delivery and in the provision of support for students with special needs. The Innovations in Special Education Technology (ISET) division of the Council for Exceptional Children would like to invite practitioners and administrators to share their stories of using technology in educating students during the pandemic. In sharing, ISET would also like reflection on how we might leverage the experiences during the pandemic to reimagine special education technology.
During the pandemic, barriers for students with hearing loss were noted in curricular and instructional access. Despite the accessibility challenges facing students with hearing loss, the 2020–2021 school year ended up being the best year ever for one student, identified here as Felix (self-reported). This article will focus on Felix’s support before, during, and after the pandemic. Discussion of implications for access and recommendations for reimagining special education technology will be explored.
Felix is a middle school student with bilateral, profound, sensorineural hearing loss. Felix wears binaural cochlear implants that provide Felix with significant auditory access to speech. However, even with the use of these devices, audiological test results indicate continued difficulty understanding speech, especially when background noise is present. Felix also uses a Phonak Roger assistive listening device (ALD) in all academic settings. The ALD includes a primary microphone for the main teacher and a secondary microphone to be used in cotaught classrooms and group work. This ALD allows the speaker’s voice to be transmitted wirelessly to receivers attached to a student’s personal listening devices (i.e., hearing aids, cochlear implants, etc.) and enhances the speech to a level above any background noise that may be present in the listening environment. This allows the student a better opportunity to hear instruction and discussion. The ALD can also be used to provide direct input to the student when using a multimedia device, such as a computer or tablet. In cases when a video is being shown to the whole class, an audio splitter can be used to split the signal between the student’s ALD device and classroom speaker systems. Felix is a consistent wearer of all of their equipment and is a strong self-advocate. Felix receives special education services with a hearing itinerant teacher and is in the general education environment all day.
Prepandemic
Prior to the pandemic, Felix shared that their most difficult listening situations included listening (a) to the teacher while their back is facing them or while the teacher is moving; (b) when other students are making noise, including in the hallway; (c) to media without closed captions; (d) to announcements; and (e) to world languages. They noted accommodations that were used to help them with these situations were use of the FM system, preferential seating, clear view of the teacher’s face, minimal background noise, closed captions for multimedia, and repetition of student responses and important announcements.
Pandemic
At the start of the pandemic, Felix began receiving all-day remote instruction. This continued to be Felix’s instructional environment throughout the remainder of the 2019–2020 school year and the 2020–2021 school year. Initially, Felix accessed remote learning via Google Meet, Zoom, and Google Classroom with supplemental curriculum websites.
Synchronous Captioning Access
Very quickly, it was apparent the most urgent accommodation needed was closed captioning during synchronous instruction. In this initial phase, teachers could choose whether to use Google Meet or Zoom when delivering live, online instruction. Initially, Zoom did not have integrated closed captioning supports. Most of Felix’s teachers either planned to use Google Meet or did not have a preference as to which video platform to use. However, some teachers preferred to use Zoom because of features such as breakout rooms and being able to share the screen via an iPad.
If teachers chose to use Zoom for synchronous instruction, members of Felix’s team needed to identify how captioning supports could be accessed. At the time, Zoom could include closed captions through manual implementation or via a third-party subscription service such as Rev, Otter.ai, CART, and so on. The team tried several free options for live captioning and found success with Microsoft Translator. Microsoft Translator is a website in which a “room” can be created and users who join the room can select which language they want the speaker’s message to be translated into. In the teacher-created room, Felix could join the room and view the conversation in English. Although this provided Felix with a running dialogue of the lesson, the accuracy rate of the live transcription varied, with noted deficits with specific content vocabulary. In addition, access to the room was contingent on the teacher creating the room. Ideally, captioning accessibility should be readily available.
Soon after Microsoft Translator was identified as a possible captioning support, Zoom updated its platform and provided live captioning support with their Live Transcript. This feature was less accurate in the provision of live captioning support than Google Meet (Zoom’s captioning accuracy consequently improved).
Asynchronous Captioning Access
While Felix’s team was working to identify live captioning supports, the team also collaborated to identify supports in captioning for asynchronous instruction. The assistive technologist researched options and found the Chrome flags site. This site lists many tech options in beta but can be downloaded by users. The Live Captions beta for Chrome captioned any audio that was being generated (even from audio or video being played with the sound off on the Chromebook).
The Live Captions solution was then tested and approval obtained to make the beta available to students. It had much improved captioning accuracy and did not require teachers to manually transcribe each instructional video, and Felix was in control of captioning support. The Live Caption beta worked as a central accessibility support through the rest of the 2020–2021 school year.
Once the pandemic subsided somewhat and vaccination became available for adults, all students in Felix’s district were given an option to finish the school year either in person or a remote/hybrid learning environment. Felix remained a remote learner. Many remote learners joined a physical classroom of students, with synchronous instruction occurring simultaneously. To provide technical support for synchronous instruction, Felix’s district used Neatbar hardware. Neatbar is a hardware with live video functionality and a robust microphone system. The Neatbar hardware was designed to work in tandem with the use of Zoom software. Once again, team members of Felix needed to identify live captioning supports. After testing solutions, it was determined that the Live Caption beta could be utilized while in Zoom synchronous instruction.
Postpandemic
In the middle of the 2021–2022 academic year, the Live Caption beta was incorporated into Chrome. It was assumed what had worked in spring 2021 would continue to work in the fall. In fall 2021, Felix moved to all-day, in-person instruction. Given the increased accessibility noted by Felix and the team during the pandemic, Felix’s team inquired whether live captioning support could continue to be accessed during in-person instruction. Felix’s team then explored possible accessibility solutions.
In fall 2021, Felix shared they were no longer able to access the Live Caption feature. After research and consultation between the assistive technologist and the hearing itinerant, it was determined the Live Caption option was available only on certain Chromebook models (despite the fact that it worked a few months earlier in beta). It did work in the Chrome browser of a Mac laptop. The team considered whether a laptop or newer Chromebook should be deployed to Felix.
After research of possible solutions, the Live Caption app in the Google Play store was identified as a free and robust option. After consultation between the assistive technologist and the director of technology for the district, a custom group was created in which students had access to the Google Play store and could download only the Live Caption app. Prior to this, all accessibility features in the Google Admin dashboard were either set to on or able to be turned on by each student.
To provide live captioning, the hearing itinerant teacher recommended the teacher wear a Bluetooth microphone in addition to previously delineated supports in the individualized education program. With this solution, a lapel Bluetooth microphone was attached to the lanyard of Felix’s FM system. By attaching the Bluetooth microphone to the FM system, it ensured both devices were used synchronously and without interference. It would also ensure both devices would be worn by each teacher because Felix needed to individually transport the FM system to each class. The Bluetooth microphone is paired with Felix’s Chromebook.
The assistive technologist created a Google Meet link that runs continuously through the 2021–2022 school year; this link was shared with Felix. When Felix joins the Meet link, it accesses the audio from the Bluetooth microphone and live captioning from the Live Caption app from the Google Play store. Additionally, the Live Caption window can be placed side by side with another window to provide captioning for asynchronous support. Live Caption works with any audio or video played on the Chromebook. Now, 2 months into the school year, Felix continues to report the special education technology supports are working well and are a benefit during instruction.
Lessons and Recommendations for Reimagining Special Education Technology Supports
Discussion of the technology supported during and after the pandemic for Felix illustrates how quickly potential technology solutions were being offered or simply rolled out in software updates. The case study of Felix illustrates the technology being utilized by practitioners may have greater or lesser accessibility features for students with disabilities.
In many districts, practitioners may not have the time or specialist support to provide ongoing accessibility guidance. Students with similar needs across the country likely had many different experiences, with solutions identified varying in their level of captioning accessibility support. How can we maximize access in special education at the district level to ensure greater equity in access to special education technology? At the district level, it may prove fruitful to consider the following questions:
Do districts and teams understand the accessibility features offered in the various learning management systems (e.g., Google admin dashboard, options for iOS management)?
Are accessibility implications of technology tools explicitly discussed when determining district technology management?
Do districts have the proper guidance for optimal discussion around accessibility for students with disabilities?
Readers may have other questions that should be put forward when considering accessibility options. The student at the center of this case study has hearing loss. Details regarding greater or lesser accessibility with various hardware and software options were discussed. Similar dialogue may occur for students with other disabilities.
The following are some considerations and recommendations for reimagining special education technology to promote accessibility in the modern classroom:
Increase collaboration between practitioners to promote best practice. The solutions identified for Felix would not have occurred without collaboration and dialogue.
Continually review accessibility offerings of new technology. Do any of the updates have accessibility ramifications for students with disabilities?
Solicit feedback of students with disabilities and their parent(s)/guardian(s). In the process of supporting Felix, direct feedback and family input were critical in the process of matching technology to student needs.
A couple of the following suggestions are centered on advocacy for students with disabilities. Technology in education will likely continue to play a critical role in curriculum delivery and provision of support for students with disabilities. The providers of technology are generally private companies. As stakeholders in the modern classroom, dialogue between accessibility experts and advocates is recommended.
Form an entity that provides guidance on district-wide technology management, with a focus on how the technology can be best leveraged to provide both Universal Design for Learning support and disability-specific support.
Conduct dialogue between this entity and with accessibility experts in Apple and Google—and other tech platforms—to create the aforementioned guidance to school districts.
Ask technology companies to consider universal accommodations and support for people with disabilities within their products, apps, and other tools. This should be considered during the conception, creation, and marketing process of these products.
Leverage the collective buying power of school districts. If districts prioritize purchasing hardware and software that meet certain accessibility standards, then tech companies (and curriculum providers) will have greater incentive to make supports more equitable and universal and easier to manage at both the individual student and district levels.
Conduct dialogue to promote measurement of accessibility and discussion centered on the data/metrics that will be used to determine the efficacy of technical supports. This article did not go into depth regarding the data collected in decision-making for Felix, but metrics for accessibility support were utilized in supporting efficacy determination.
Although the pandemic forced schools and teachers to quickly adapt to remote learning, it also presented new opportunities for increased accessibility. Through novel challenges came novel solutions. Felix shared that they did not realize how much they were missing auditorily until the pandemic support of live captioning was provided. A school year that was incredibly challenging for many students was the best year for Felix. Felix’s story illustrates varying levels of captioning accessibility, depending on the tools presented. Increased dialogue, greater collaboration, and dissemination of guidance may help to ensure greater equity and accessibility for students.
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.