3.4 Adaptive and Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifacts: WATI Form, AT Implementation, and Assistive Technology Evaluation
During the ITEC 7445: Multimedia & Web Development course we learned about Assistive Technology and its impact our on students with special needs. We began the module by viewing the IRIS module on Assistive technology. Assistive Technology can be described as any piece of equipment or device used by a student with disabilities to increase their learning capabilities. This technology can help our students with disabilities complete everyday tasks just like their peers, but with assistance. It can also have a positive impact on their self-confidence. Assistive Technology can be a very complex and specialized device or something as simple as a pencil grip. Based on the Individuals with Disabilities Education Act (IDEA) all schools must consider using Assistive Technology in special education. For this standard I shared three artifacts concerning my experience with one of our special education students at A. L. Burruss. The artifacts are: WATI Assistive Technology Consideration Guide, the Assistive Technology Implementation Plan, and the Assistive Technology Evaluation.
After viewing the IRIS module on Assistive technology I met with our lead special education teacher to review her caseload and determine a student for me to work with. I chose a student that has disabilities that effect his communication and language development, social/personal skills, cognitive abilities, and motor and self-help skills. All areas of the general education curriculum are adapted for him to participate appropriately. While reviewing his IEP, I noticed that this student already has several Assistive Technology tools in place. He was currently using the adapted Twist and Write pencil, the laptop to complete his writing tasks, and the Avaz app for communication. His teachers were also helping him with organizing his words and spacing with the help of his graphic organizer and markers. He has been working with the Avaz app at home and his mother felt that this tool could have a great impact also at school. He has been working with this app since December 2015 and he seems to enjoy this product. The Avaz app is a full featured picture language system. In my opinion both the use of the assistive technology and the support of his teachers and parents has made a great deal in his success.
When I first read through the module I chose to work with a student that had similar disabilities as my son. My son’s speech is currently delayed and he participates in special needs Pre-K program. With this program we have seen such an improvement with his speech and cognitive goals. Looking back over this experience I feel that I should have chosen a student that was recently placed in the special education program. Working with this student was extremely insightful, but he already had several things already in place. By choosing a student that was recently placed would have given me more experience with IEP’s and incorporating assistive technologies.
This module had both a personal and professional impact on me. I was able to have a concrete understanding of Assistive Technologies and how they impact our students with disabilities both personally and academically. I shared the initial listing of assistive technologies with the other gifted liaisons in my system. As a gifted teacher I work with a variety of students and many times these students are twice exceptional. The impact that this artifact has had can be assessed by examining the initial students’ progress on his IEP goals.
After viewing the IRIS module on Assistive technology I met with our lead special education teacher to review her caseload and determine a student for me to work with. I chose a student that has disabilities that effect his communication and language development, social/personal skills, cognitive abilities, and motor and self-help skills. All areas of the general education curriculum are adapted for him to participate appropriately. While reviewing his IEP, I noticed that this student already has several Assistive Technology tools in place. He was currently using the adapted Twist and Write pencil, the laptop to complete his writing tasks, and the Avaz app for communication. His teachers were also helping him with organizing his words and spacing with the help of his graphic organizer and markers. He has been working with the Avaz app at home and his mother felt that this tool could have a great impact also at school. He has been working with this app since December 2015 and he seems to enjoy this product. The Avaz app is a full featured picture language system. In my opinion both the use of the assistive technology and the support of his teachers and parents has made a great deal in his success.
When I first read through the module I chose to work with a student that had similar disabilities as my son. My son’s speech is currently delayed and he participates in special needs Pre-K program. With this program we have seen such an improvement with his speech and cognitive goals. Looking back over this experience I feel that I should have chosen a student that was recently placed in the special education program. Working with this student was extremely insightful, but he already had several things already in place. By choosing a student that was recently placed would have given me more experience with IEP’s and incorporating assistive technologies.
This module had both a personal and professional impact on me. I was able to have a concrete understanding of Assistive Technologies and how they impact our students with disabilities both personally and academically. I shared the initial listing of assistive technologies with the other gifted liaisons in my system. As a gifted teacher I work with a variety of students and many times these students are twice exceptional. The impact that this artifact has had can be assessed by examining the initial students’ progress on his IEP goals.