Yes, this is a barrier for many students. It is best to
view this problem from two perspectives; a fear of
technology and the loss that the technology represents.
Many older students have a fear of technology, especially
computers. This is less so now than only a few years ago
with many inexperienced computer users freely using Facebook
and other communication technologies. Our work supports
research that shows that computer skills are best learned
when a person has a clear purpose for using the technology.
So, our curriculum builds a strong purpose and motivation by
developing an enjoyment of reading and a connectivity to
others. With this new purpose, we have found learning to use
technology becomes less of a problem, even for older
students.
Our curriculum does not have a prerequisite of prior
computer experience to begin learning to read fluently. At
first, many students do not have the skills to open the
application, start/stop the speech, change settings, or
convert printed materials to text. We do this for them at
first. Yes, this does encourage dependency. But, it is
impossible for many students to immediately be independent
readers. This develops in Stage 2, not Stage 1. In Stage 1
the student must develop the positive affect towards reading
with a screen reader and the confidence that they can learn
to read fluently.
Another problem for many students is that the technology
represents the loss they feel due to an injury or acquired
disability. It represents the loss of connectivity to their
family and friends, loss of employment, loss of their future
and dreams of success. It represents to them "giving up" on
their capabilities and a recognition that they may never
regain the abilities that they previously had. This is a
difficult transition for someone and can take many years.
The process does not progress logically, but emotionally and
only when the person is ready. We will discuss this further
in a future question.