Prior to reading the article "Assistive Technology and Mild Disabilities" I was unaware of the controversies that surrounded the use of assistive technology whether it was low, middle or high. Many people believe it is a crutch for some children who rely too heavily on the help of the device. Others believe that it's unfair that some students are allowed these helpful devices and others are not. When standardized testing comes into play most devices are banned from being used at that time, with that many schools take away the device entirely so that the student learns to work without it. 
I have seen many devices used in various classrooms over the past few years and have seen nothing but growth in the children that have been given these devices. When you find a story such as Trey's you can only think of the growth he experienced coming from a non-verbal life to being able to communicate with the world around him. Many tend to think that students are "cheating" by using the technology, that it doesn't level the playing field for the class as a whole (Cercone 236). After reading many different sites, articles and books related to the topic I have learned that these devices actually level the playing field. They can change a child's way of learning, whether its a child who was unable to participate in class discussions and now is able to with the help of a keyboard or a student who needs a wheelchair just to get to school each day. Many dispute that students will never learn to complete the task at hand without the device but they don't consider the student from scenario 1 who lost their arm in a tragic accident (Edyburn 18). That child would be unable to attend school by himself/her without the help of a communication device. Dependent vs. independent? Are students able to become independent because of this device or are they becoming dependent on the device? This question could be argued either way. By having the technology they need to learn students can work at their own pace in the regular education class room more independently (Bodenheimer). Student either keep their devices for a lifetime in order to communicate with the world or the device is just an aid for a short period of time until the student can learn to work without the device just as well as they did with it. Most keep their devices because they rely so heavily on them to complete their work just as children in the regular education room can.
The confidence that these devices gives students is remarkable. While working in a life skills class I was able to watch a student with a severe speech impediment use a keyboard device to practice her speaking and explain to the teacher what she was thinking. With this technology students can interact with other students in the regular education classroom and feel accepted more than ever. These devices are in no way a crutch to the struggling students that need and rely on these devices.
References:
Bodenheimer, A. (Fall 2012). Technology as a Communication Tool Within the Education System. Retrieved from http://technoedu.weebly.com/pros-and-cons-of-assistive-technology.html
Cercone, N. (2013). Computational Approachs to Assistive Technologies for People with Disabilities. Retrieved from http://books.google.com/books?id=ke7AAQAAQBAJ&pg=PA236&lpg=PA236&dq=is+assistive+technology+cheating &source=bl&ots=bicQHR5pYb&sig=kXRIzgefB3sZzdkg7Nb91IW0Tzk&hl=en&sa=X&ei=-rEHVONWysuDBPmag LAK&sqi=2&ved=0CFMQ6AEwBg#v=onepage&q=is%20assistive%20technology%20cheating&f=false
Edyburn, D. (2006). Assistive Technology and Mild Disabilities: Special Education Technology Practice.
Habib. (2010, April 22). Mr. Habib's Class: Assistive Technology. Retrieved from http://specializedprograms.blogspot.com/2010/04/technology.html
Nielsen, L. (2011, Sept. 5). The Innovative Educator: 25 Incredible Assistive Technologies. Retrieved from http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html
