that the technology simply “didn’t work,” despite being asked to reach out for support. One recommendation is to establish clearer communica- tion channels and a more defined troubleshooting process. It is important to identify who is responsible for communicating issues and who will take charge in case of device malfunctions. Backup plans need to be in place, including access to alterna- tive devices like Chromebooks, and clarity around who handles technical issues when the designated point person is absent or when there is a substitute teacher. Logistical challenges are inevitable, and Thompson’s role is complicated by the fact that she is not based at Willow Creek Elementary, meaning solutions may require additional steps such as turning devices off and on again, sending a new one, or dealing with misplaced pieces. Despite these hurdles, district staff reported that a well-struc- tured communication and troubleshooting plan is essential for ensuring the devices can be used effectively. However, there are recurring challenges, particularly from classroom teachers who must balance managing many students while also setting up and troubleshooting the robot. Teachers often find themselves spending time getting the tech- nology ready, which can feel like an added responsibility that takes away from valuable class time. Additionally, teaching with a robot requires a different thought process, as the device must maintain a constant connection with the teacher, who needs to be mindful of their body positioning to ensure that the tech- nology works effectively. Thompson shared that her interaction with families is limited, as special education assistants (SEAs) typically commu- nicate directly with the school case manager, who then coordi- nates with the assistive technology team. One issue that has emerged is the confusion surrounding the use of the Swivel robots by library media technology special- ists (LMTS). Many LMTS have received these devices but do not understand their purpose or how to use them effectively. The lack of training and clarity on responsibilities—whether at the building or district level—has left some librarians feeling disconnected from the initiative. This study has shown that it is crucial to identify who is responsible for what, ensuring that proper training is provided to LMTS and other staff members. Another challenge is ensuring that meetings at the beginning of the year are prioritized, with the necessary time allocated for training. Students deserve to start the school year with the same level of preparedness as their peers, and coordina- tion with families is vital to ensure everything is functioning smoothly. Home visits can offer invaluable insight into the lived expe- riences of homebound students and their families, allowing school staff to better understand the context in which learning occurs. This perspective can improve both troubleshooting efforts and the selection of appropriate devices—whether a
tablet, Chromebook, or another tool—tailored to each student’s needs. While technology will inevitably present challenges, it is essential for all involved to approach these moments with patience, flexibility, and understanding. Clear and consistent communication about family expectations is also critical, including establishing how these expectations are shared— whether through the case manager, administrators, or another point of contact. Ultimately, a comprehensive approach that includes open communication, targeted training, and respon- sive troubleshooting is essential to ensuring assistive tech- nology effectively supports every homebound student. ADMINISTRATION PERSPECTIVES AND CONSIDERATIONS Administrators play a vital role in ensuring that homebound students are supported equitably through the use of assistive technology, yet the work is layered with logistical, ethical, and emotional complexity. Camille Whitman, principal at Willow Creek Elementary, highlighted how administrators must balance the individualized needs of homebound students with the responsibility of overseeing the education of hundreds of other students. For students like Sofia, who receive all of their education from home, the administrator’s involvement must go beyond traditional leadership and encompass nuanced coordi- nation, resource allocation, and relationship-building with both staff and families. When staff enter a family’s home, boundaries can easily become blurred, and administrators must support their teams in navigating those situations with professionalism and care. One major challenge administrators face is ensuring tight and consistent communication across large, and sometimes disjointed, teams. For example, a situation in which a special education assistant (SEA) was expected to deliver instruction without a clear plan revealed a breakdown in communication that could have been avoided with more structured collabo- ration. As Whitman emphasized, SEAs should not be left to figure things out on their own; instead, they must be directed to connect with the case manager before stepping into instruc- tion. She acknowledged that even small logistical issues, such as an art bag not being ready after school, can become a significant barrier when the team is spread between school and home. This then requires administrators to think proac- tively—planning for homebound students earlier than the “welcome back” days, even though doing so may conflict with staff contract time. From Whitman’s perspective, strong staffing models and genuine connections are key to success. Her school moved to a schedule where two consistent SEAs alternate days working with Sofia, which has reduced SEA anxiety and improved consis- tency. The current system, with SEAs and the special education teacher generally staying the same from year to year, has led to
February / March, 2026 | https://www.closingthegap.com/benefits-of-membership/ 23 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
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