Bridging the Gap: The Role of Assistive Technology in Conne…

Dec 22/Jan 23 Closing The Gap Solutions - Collaborating With Augmentative and Alternative Communication (AAC) Users Gains A New Perspective To Best Support Clients By Lydia Dawley

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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feel connected to the classroom environment, and emotion- ally, these tools can alleviate the feeling of isolation that often accompanies homebound education, offering students a sense of belonging (Johannessen, et. al, 2023; Kasuk & Virkus, 2023; Thompson & Chaivisit, 2021). This project explores how educational leaders can plan, implement, and manage the use of such technology, to ensure that all students, regardless of their challenges, have access to quality education. Additionally, this project will explore the effectiveness of assistive technology in maintaining academic and social engagement for homebound students while also understanding the perspectives of parents, teachers, and administrators. This project will aim to explore the following questions: 1. How does assistive technology support homebound students in staying connected to school? 2. What are the challenges and successes associated with using assistive technology in this context? LITERATURE REVIEW Assistive technology refers to various tools and devices that support students with disabilities or specific needs in facilitating their participation in educational activities (Kasuk & Virkus, 2023). The use of assistive technology in education is grounded in several theoretical frameworks. These frameworks emphasize the need for flexible learning environments that accommodate diverse learner needs, enabling all students, including those who are homebound, to access and engage with the curriculum. Additionally, these frameworks highlight the importance of social interaction for learning, underscoring the value of tools like telepresence robots (TPRs), which allow remote engagement and can foster a social presence. Continuity in education is vital for maintaining academic progress and social connections. Assistive technologies, such as TPRs, can allow homebound students to remain engaged with their school community. These tools work to provide access to lessons, enable communication with teachers and peers, and help bridge the gap between homebound students and their classmates, promoting a sense of normalcy and inclusion (Kasuk & Virkus, 2023). Various studies have explored the use of assistive technology for homebound students, particularly focusing on technologies like TPRs. Research has shown that these technologies can significantly improve engagement, academic performance, and social interactions for students who are unable to attend school in person (Johannessen, et. al, 2023; Kasuk & Virkus, 2023; Thompson & Chaivisit, 2021). The use of TRPs for homebound students has been shown to offer a range of benefits, improving both social and educational experiences. Studies indicate that TRPs can facilitate enhanced participation in lessons, allowing students who are physically unable to attend school to remain actively involved in their

classroom (Kasuk & Virkus, 2023). These robots can also enable increased communication with peers, fostering meaningful interactions and reducing feelings of isolation that are often associated with being homebound (Johannessen et al., 2023). Through the use of personified web cameras, TRPs can create an opportunity for students to interact with both teachers and classmates, promoting social and educational inclusion and ensuring that homebound students do not feel excluded from their academic community (Johannessen et al., 2023). Furthermore, the perception of the robot as having a physical presence and agency can contribute to its effectiveness. Home- bound students and their classmates often perceive the TRP as more than just a tool, viewing it as an entity capable of move- ment and interaction within the classroom environment. This perception of robot agency can enhance the student’s sense of being present and active in the learning process, making them feel less like passive observers (Thompson & Chaivisit, 2021). The use of human pronouns such as “she” and “her” by both the robot user and classmates can continue to reinforce the human-like presence of the TRP, further blurring the lines between technology and social interaction (Thompson & Chaivisit, 2021). As TRPs become more commonplace in class- rooms, they are increasingly integrated into daily school life, reducing the novelty factor and helping homebound students feel more connected and accepted within the academic envi- ronment (Thompson & Chaivisit, 2021). These findings highlight the potential of TRPs to enhance both the social inclusion and educational engagement of homebound students, making them a valuable tool in modern education. Despite the potential benefits of TRPs for homebound students, several challenges have been identified that can hinder their effectiveness and widespread adoption. Tech- nical difficulties can be a significant barrier, with issues such as unreliable internet connectivity and problems with maneuver- ability, audio, and video quality negatively affecting real-time interactions (Kasuk & Virkus, 2023). These technical problems can create frustrating disruptions, undermining the overall user experience and hindering the robot’s intended purpose of fostering engagement and connection. Additionally, some homebound students may not have access to the necessary equipment or technical support, further limiting the potential benefits of TRPs (Kasuk & Virkus, 2023). Another major challenge can be the resistance from educa- tors and school staff, who may be skeptical about adopting new technologies like TRPs. Many teachers express concerns about their ability to manage these technologies effectively, and some may resist their implementation due to unfamiliarity or worries about an increased workload (Kasuk & Virkus, 2023). This skepticism is often informed by broader beliefs about the failure of technology in schools and the potential disruption to established pedagogical practices (Johannessen et al., 2023).

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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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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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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

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a more positive relationship with Sofia’s family. Flexibility and creative planning are also essential, especially as these students transition from elementary to middle school and new logistical challenges—such as SEA transportation—arise. Whitman is already thinking ahead, asking how Sandburg can continue to serve students like Leani creatively and collaboratively with the middle school. In terms of assistive technology, administrators like Whitman recognize both its promise and its strain. The success of tech- nology is highly dependent on the people involved. While many teachers have embraced the robot and welcomed it into their classrooms, others have struggled, particularly when they receive little to no training. The assistive technology (AT) depart- ment’s training typically occurs during the rushed “welcome back” period, replacing teachers’ regular planning time and often leaving them feeling underprepared. As Whitman noted, principals themselves don’t always feel confident with the technology, and there’s an urgent need for deeper, more focused learning that doesn’t compete with other start-of-year demands. Despite these hurdles, teacher buy-in has grown, and the use of robots has become normalized in many classrooms at Willow Creek Elementary, including in specialized areas like music and art, where staff have adapted creatively with support from occupational therapy. Ultimately, Whitman’s advice for other administrators is grounded in empathy and relationship-building. She recom- mends visiting students’ homes to gain a deeper understanding of their experiences and needs, emphasizing that communica- tion must be more frequent and intentional than what is typical for some administrators because homebound students are not physically in the building. Finding the right staff fit is also critical—relationships matter, and trust must be built, even if through trial and error. Supporting homebound students through assistive technology is undeniably a significant invest- ment of time and energy, but as Whitman pointed out, students like Sofia bring valuable resources and perspectives to the school community. With thoughtful planning, open-minded leadership, and a willingness to adapt, administrators can help ensure that all students—regardless of location—receive the education and care they deserve. CONCLUSION Assistive technology, particularly innovations like telepres- ence robots (TPRs), is reshaping how schools support home- bound students by bridging physical distance and fostering meaningful engagement. Through the perspectives of parents, teachers, and administrators, it becomes clear that while the use of assistive technology holds significant promise, its imple- mentation requires intentional planning, strong communica- tion, and a commitment to equity. Parents deeply value the ability for their children to remain connected to peers and

classroom activities, while also expressing concerns about reli- ability and consistency. Teachers, though often overwhelmed by the steep learning curve and logistical demands, recognize the emotional and academic benefits for students and call for more targeted training and ongoing support. Administrators face the complex task of coordinating across multiple roles and systems, advocating for a culture of inclusion, and ensuring that all stakeholders—from special education assistants to fami- lies—are supported and heard. The effectiveness of assistive technology lies in its ability to promote connection, participation, and a sense of belonging for homebound students. However, challenges such as tech- nical issues, insufficient training, and lack of clarity in support systems can often hinder its success. Despite these obstacles, many educators have shared stories of growth, resilience, and joy—highlighting that, when done well, assistive technology can truly transform the learning experience for students who might otherwise be isolated. To improve practice, schools and districts should invest in comprehensive, ongoing professional development tailored to assistive technologies, particularly TPRs. Clear communica- tion protocols and collaborative planning—including early coordination before the school year begins—are essential. Schools must also ensure students at home are fully included in academic and social routines, with modified materials, designated participation opportunities, and regular outreach from teachers. Strengthening family-school partnerships and fostering a culture of experimentation and flexibility can also help reduce the stigma and burden sometimes associated with homebound services. Future research is needed to explore the long-term academic and social impacts of TPR use for homebound students, as well as to assess how different regional policies and resources influ- ence outcomes. Comparative studies across schools or districts could reveal best practices, while research into new technolo- gies might uncover tools better suited for students with varied needs. Ultimately, assistive technology plays a critical role in guar- anteeing that homebound students remain visible, included, and empowered in their education. When implemented with care and collaboration, tools like telepresence robots can not only help students stay on track academically, but can also strengthen their connections to peers, teachers, and the broader school community. The journey to fully equitable access is ongoing, but the continued evolution of technology— paired with compassionate, responsive educational practices— holds the potential to transform how we think about inclusion in all its forms. All identifying information has been changed to protect the privacy and confidentiality of participants.

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REFERENCES Johannessen, L. E., Rasmussen, E. B., & Haldar, M. (2023). Educational purity and technological danger: Understanding scepticism towards the use of telepresence robots in school. British Journal of Sociology of Education, 44(4), 703–719. Kasuk, T., & Virkus, S. (2023). Exploring the power of telepresence: Enhancing education through telepresence robots. Information and Learning Sciences, 125(1/2), 109–137. Thompson, P., & Chaivisit, S. (2021). Telepresence robots in the classroom. Journal of Educational Technology Systems, 50(2), 201–214.

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