learning outcomes. Ultimately, parents, teachers, and school leadership must collaborate to create an environment where every child can thrive. TEACHER PERSPECTIVES AND CONSIDERATIONS Teachers play a critical role in supporting homebound students through the integration of assistive technology, but their experiences reveal a complex balance of moral responsi- bility, logistical challenges, and emotional labor. Teachers at Willow Creek Elementary continue to adapt their instructional practices to include homebound students by engaging with the telepresence robots (TRPs), like the one used by Sofia, creating designated spaces in the classroom, and encouraging peers to interact with the student as a full member of the class. While the initial presence of the robot may spark feelings of novelty or discomfort among students, it gradually becomes normalized. Over time, classmates begin to see the robot as a legitimate extension of their peer, often looking forward to these interac- tions. Teachers work to be intentional in preparing students for respectful engagement, ensuring inclusion in daily classroom life. Despite their positive intentions and strong moral commit- ment to equity, teachers can face significant challenges when integrating assistive technology effectively. Teacher reports from this study indicate that limited or rushed training—often provided in brief sessions at the beginning of the school year— is difficult to retain and apply in real time. Frequent technical issues, such as unreliable connectivity, hardware malfunctions (including broken wheels or charging failures), and inconsistent audio quality, further complicate the process. These problems typically require immediate troubleshooting, a responsibility that frequently falls on the classroom teacher. As teacher Hannah Ellis noted, while special education staff often provide the most support, general education teachers are typically left to figure out how to engage with and incorporate the robot with minimal guidance. This lack of preparedness can lead to frustration and a sense of inadequacy, especially when teachers are expected to “drop everything” to address technical issues. Still, there are meaningful moments of success that high- light the value of this work. Tools provided by the Swivl—the robot currently used by Sofia—enhance classroom engage- ment by tracking the teacher’s movements and signaling when the student raises their hand, helping to create a more natural and interactive experience. Teachers also shared exam- ples of personalized supports, such as weekly share-out days, pre-planned materials, and modified slides, which can help homebound students feel recognized, included, and actively engaged in the classroom community. Strong communication between teachers, assistive tech- nology staff, and families is essential. The effectiveness of communication systems significantly influences a homebound student’s sense of belonging. Teachers emphasized the impor-
tance of consistent, honest communication with families and the need to build relationships that support open dialogue, especially when having to navigate student needs and expec- tations. To ensure effective implementation, teachers in this study expressed the need for more individualized, ongoing training, as well as accessible troubleshooting resources and responsive support from the assistive technology department. Having clear points of contact, immediate access to help, and the reas- surance that they’re not expected to be experts are all vital. While this work can be rewarding—especially when the tech- nology functions smoothly and support systems are in place— it remains labor-intensive. Teachers recommended that training be tailored to individual students rather than generalized across devices, to better reflect the unique needs of each learner. They also called for clearer definitions of roles and responsibilities— such as who should contact families or manage technology—to prevent students from falling through the cracks due to system breakdowns or miscommunication. Ultimately, assistive technology can be a powerful tool for promoting inclusion and equity for homebound students, but its success depends on thoughtful planning, sufficient resources, and a shared moral commitment from all stakeholders. Teachers are often at the forefront of this work, navigating the tension between their deep desire to support students and the reali- ties of limited time, training, and technical capacity. Their voices underscore both the promise of these tools and the critical need to support educators so they can meet the needs of all learners—whether they’re physically present in the classroom or learning from home. ASSISTIVE TECHNOLOGY DEPARTMENT PERSPECTIVES Leah Thompson and Renee Castillo, who work for the River- bend Unified School District’s Assistive Technology Depart- ment, play important roles in supporting the integration and use of assistive technology, particularly through tools like the Swivel robots, which are housed in libraries throughout the district. Thompson shared that at the beginning of the school year, a team meeting is often held, but it has been recom- mended that these meetings be more individualized to address specific needs. The process of setting up and using the devices may seem intuitive at times, but it often requires going back to basics, such as determining how to arrange the screen and developing a plan for transporting the devices throughout the building. Troubleshooting issues often fall to Tiana Brooks, who serves as the special education case manager at Schenk, but Thompson works to be fully available to support the teachers and students when needs arise. However, when Thompson reaches out to a teacher for updates on technical issues, the response is sometimes less than helpful, with teachers reporting
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