Bridging the Gap: The Role of Assistive Technology in Connecting Homebound Students to K-12 Education augmentative and alternative communication (AAC) Summary: This article will examine how the Riverbend Unified School District implements telepresence robots (TPRs) to support homebound students like Sofia Ramirez. It will explore the educational, social, and emotional impacts of TPRs through the perspectives of parents, teachers, administrators, and assistive technology staff. The article will also discuss implementation challenges, training needs, and communication systems. Readers will gain insight into how assistive technology can foster inclusion, connection, and academic continuity for students learning from home.
In the Riverbend Unified School District, a grant-funded project has provided some students with innovative assis- tive technology, in the form of telepresence robots (TPRs), to support their education. Sofia Ramirez, a student at Willow Creek Elementary with spinal muscular atrophy—a genetic neuromuscular disease that weakens and wastes away muscles— is one of four students in the district who benefit from one of the robots distributed through this initiative. Due to her vulnerability to respiratory illnesses, the robot allows her to safely participate in school activities without risking her health. Riverbend Unified School District currently has three different types of TRPs (16 double-3 robots, 6 KUBI robots, and around 60 Swvil robots). Typically, these TRPs are a tablet-style device mounted on a wheeled base. Students can connect through an online application on their computer, tablet, or smartphone, and are then able to remotely drive and control
the robot. The student can also adjust the height of the robot, turn around, and move the entire robot forward and backward. The student’s face is displayed on the tablet’s screen, and a camera and microphone allow the student to see the class- room, hear instruction, and have conversations with teachers and peers. Many homebound students face significant academic chal- lenges, such as difficulty participating in live lessons, accessing school resources, and receiving individualized instruction. Socially, these students often experience isolation and a lack of interaction with peers, which can negatively impact their emotional and psychological well-being. This gap in education can lead to a decline in both academic performance and social development (Kasuk & Virkus, 2023). Studies indicate that assis- tive technology can positively impact homebound students’ academic performance by enabling access to content and participation in assessments. Socially, TPRs can help students
HOPE HOULE-YTES has worked in the field of special education for the past 14 years, bringing a deep commitment to inclusive practices and student-centered support. She holds both her undergraduate degree in Special Education and a master’s degree in Curriculum and Instruction from the University of Wisconsin– Madison. Currently, she is pursuing a Ph.D. in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison, with the goal of becoming an elementary school principal. Hope is passionate about equity, collaboration, and creating learning environments where all students and educators thrive.
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