Who Needs to Fit In? Who Gets to Stand Out? Communication Technologies Including Brain-Machine Interfaces Revealed from the Perspectives of Special Education School Teachers through an Ableism Lens

Y

20

Special Education Teachers; Assistive Technology; Usability; Use Studies; Cognitive Ability; Semi Structured Interviews; Student Diversity; Social Attitudes; Attitudes toward Disabilities; Neurolinguistics; Teacher Attitudes; Daily Living Skills; Foreign Countries; Qualitative Research

2227-7102

Some new and envisioned technologies such as brain machine interfaces (BMI) that are being developed initially for people with disabilities, but whose use can also be expanded to the general public have the potential to change body ability expectations of disabled and non-disabled people beyond the species-typical. The ways in which this dynamic will impact students with disabilities in the domain of special education is explored. Data was drawn from six special education school teachers from one school in Calgary, Alberta. Five sub-themes (social acceptance, not adding to the impairment, fear of judgement by society, pursuing "normality" and meeting the demands of society) were identified that fit under the main identified theme of "fitting in by not standing out". Findings demonstrate a dichotomy in participant views of non- or socially acceptable communication devices. The perception of BMI technology was also explored among special education school teachers, revealing benefits and challenges with the uptake of this technology for students with disabilities. Perceptions of people with disabilities and ableism are presented as conceptual frameworks to interpret the influence and impact of the findings.

As Provided

64

2016

EJ1117962