This resistance is particularly pronounced when technology is introduced in a bottom-up fashion—driven by homebound students or their families—rather than as a top-down solution supported by school administrators (Johannessen et al., 2023). This dynamic may lead to a lack of proper integration and support, further hindering the effectiveness of TRPs. Additionally, the presence of a TRP in the classroom can raise concerns about how it might alter the educational expe- rience for both homebound and physically present students. Some educators argue that robot-mediated interactions may only allow homebound students to witness, rather than actively participate in, classroom activities, potentially leading to a compromised form of social engagement (Thompson & Chaivisit, 2021). This can result in feelings of disconnection, as students may not feel fully integrated into the classroom environment. Furthermore, the presence of the robot may raise privacy concerns, as parents may use the technology to scruti- nize teachers’ actions, potentially threatening the autonomy of educators and creating a sense of surveillance within the class- room (Johannessen et al., 2023). The physical integration of TRPs into classrooms can also be problematic. Some educators perceive the robots to be unwieldy and cumbersome, creating practical challenges for teachers who must manage the robot alongside their other responsibilities. The time and attention often required to operate the robot could detract from the focus on the learning needs of other students, potentially affecting the overall class- room dynamic and learning outcomes (Thompson & Chaivisit, 2021). These logistical issues, combined with the skepticism surrounding new technology and its potential disruption to the established educational environment, suggest that while TRPs offer significant promise, their implementation must be care- fully considered and well-supported to ensure their success. PARENT PERSPECTIVES AND CONSIDERATIONS Parents play a crucial role in ensuring that assistive tech- nology is effectively integrated into their child’s learning expe- rience. They are often the ones responsible for setting up the technology, assisting with its use, and troubleshooting any issues that may arise. For parents like Sofia’s, providing ongoing support is vital to ensure the technology is used consistently and appropriately to meet their child’s learning needs. These parents must often familiarize themselves with the technology, sometimes with minimal training, to help their child fully benefit from it. However, they also encounter emotional and practical challenges, such as managing frustration when things do not work as expected or when their child loses interest in certain activities, like the robot-based ones that Sofia struggles with. These difficulties are exacerbated when the necessary tools or support are unavailable or unreliable. In Sofia’s case, delays in receiving the right technology at the start of the school year
added stress, forcing her family to navigate technical hurdles without sufficient assistance from the school system. Despite these challenges, assistive technology can be a valu- able tool in fostering a child’s academic progress and engage- ment. In Sofia’s case, her current classroom teacher, who is proactive and prepares materials in advance, helps her stay engaged. This approach enhances her learning experience, although there are still struggles with the technology itself. For instance, Sofia has shown a lack of interest in robot-based activ- ities, suggesting that not all types of assistive technology are equally effective for every child. Parents often encounter tech- nical issues when setting up or using assistive devices, and this can be a significant barrier. Sofia’s mother, for example, faced difficulties ensuring that the robot and a Chromebook were available at the start of the school year. These delays disrupted Sofia’s education and prevented her from fully benefitting from the assistive technology. From a parent’s perspective, while assistive technology has numerous advantages, such as promoting academic progress and social connection, it can also come with significant frustra- tions. A major challenge for Sofia’s family is the lack of adequate training. Parents need more comprehensive support to feel confident in using the technology to its full potential. Addition- ally, resource limitations, such as delays in receiving the proper devices or technical support, hinder the learning process. Sofia’s school leadership has been criticized for not acting promptly to provide necessary resources, like the robot and Chromebook, creating setbacks in Leani’s educational journey. These chal- lenges highlight the need for improvements within the system. As evidenced by parent reports, one area for improvement is better coordination and communication among school staff, particularly regarding the readiness of assistive technology and resources. As Sofia’s mother experienced, delays and break- downs in tech support negatively impact a child’s education. Having clear backup plans and more reliable systems in place is essential. Furthermore, consistent training for both parents and educators is needed. Without proper training, parents often feel overwhelmed and unable to support their child effectively. Strengthening advocacy and support systems is also crucial. Robust advocacy networks can help families navigate the complexities of the education system, ensuring their children’s needs are met more effectively. Finally, a greater variety of assistive technology, tailored to different learning styles, could help engage children like Sofia more effectively, especially with activities that might otherwise fail to capture their interest. The system needs to be more flex- ible and adaptable to the unique needs of each child, creating an environment where children are motivated to learn and grow. Sofia’s growing ability to advocate for herself and express her needs more clearly is a positive development. Empowering other children to do the same would significantly improve their
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