3.4 Adaptive & Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact: Assistive Technology Implementation Plan
Reflection:
The artifact used to provide evidence of this standard is the Assistive Technology Implementation Plan. This plan demonstrates how technology
can be adaptive to meet the needs of all students. The Assistive Technology Implementation Plan displays how technology can be used as a communication tool, a tool for social interactions, and a tool to allow students to perform academic tasks successfully.
During the creation of the Assistive Technology Implementation Plan, several things were considered. First, it was important to review Individual Education Plan (IEP) of the student. An Individual Education Plan (IEP) details information regarding a specific child and what needs to be done to meet the child’s needs. An Individualized Education Plan contains information such as what services the student receives, any testing accommodations, and goals and objectives that need to be met. The plan also details assistive technology the student might need to be successful. Daily and home activities were considered when formulating the plan.
Next, it was determined which equipment was available the student could use. Some of the equipment was the use of audio books to improve reading, laptop or iPad, calculator to assist in mathematical operations, and a magnifying glass to assist in vision. Vision was an issue for this student. The student had problems seeing small fonts on paper and reading far away. The student did have glasses; however, the student needed more assistance. Since
vision was an issue, this contributed to the student’s hardship with reading and mathematics. The student could communicate verbally very well. Reading
comprehension was also good. Unfortunately, due to the vision, the student had difficulties with reading. Therefore, audio books and read aloud assisted the student. The student did have a harder struggle in math. With the vision issue, things were put in larger print. Additionally, a large calculator was provided to assist the student. These were selected based on goals set between the teacher and the student.
Finally, the implementation plan was developed and put into place. This plan was set forth to ensure the student was successful not only in academics but also in the home. The goals for academic achievement included reading books on a first grade level independently. This would be an accomplishment since the student is used to read aloud. Another goal for the student is practicing constructing complete sentences. Also, recognition of mathematical operations and being able to solve simple math problems was another goal listed. The plan documented the task, the results, and improvement from time to time. The field experience was documented with specific notes regarding the plan.
The implementation plan was a bit complicated. It is important to really review the IEP and the needs of the student. Otherwise, many technologies could be chosen, but they may not assist the student. Choosing technologies that will enable the student to be successful are also key. Additionally, it is essential for the coordinator to ensure they understand the technologies available.
Being able to accommodate all learners is the school of every instructor and school. It is important to understand the various assistive technologies available. In addition to this, educators must assess students and know when to allow them to use these technologies. Reviewing IEP’s and observing
students is key in this process. Teaching the student how to use the technology is also important.
Artifact: Assistive Technology Implementation Plan
Reflection:
The artifact used to provide evidence of this standard is the Assistive Technology Implementation Plan. This plan demonstrates how technology
can be adaptive to meet the needs of all students. The Assistive Technology Implementation Plan displays how technology can be used as a communication tool, a tool for social interactions, and a tool to allow students to perform academic tasks successfully.
During the creation of the Assistive Technology Implementation Plan, several things were considered. First, it was important to review Individual Education Plan (IEP) of the student. An Individual Education Plan (IEP) details information regarding a specific child and what needs to be done to meet the child’s needs. An Individualized Education Plan contains information such as what services the student receives, any testing accommodations, and goals and objectives that need to be met. The plan also details assistive technology the student might need to be successful. Daily and home activities were considered when formulating the plan.
Next, it was determined which equipment was available the student could use. Some of the equipment was the use of audio books to improve reading, laptop or iPad, calculator to assist in mathematical operations, and a magnifying glass to assist in vision. Vision was an issue for this student. The student had problems seeing small fonts on paper and reading far away. The student did have glasses; however, the student needed more assistance. Since
vision was an issue, this contributed to the student’s hardship with reading and mathematics. The student could communicate verbally very well. Reading
comprehension was also good. Unfortunately, due to the vision, the student had difficulties with reading. Therefore, audio books and read aloud assisted the student. The student did have a harder struggle in math. With the vision issue, things were put in larger print. Additionally, a large calculator was provided to assist the student. These were selected based on goals set between the teacher and the student.
Finally, the implementation plan was developed and put into place. This plan was set forth to ensure the student was successful not only in academics but also in the home. The goals for academic achievement included reading books on a first grade level independently. This would be an accomplishment since the student is used to read aloud. Another goal for the student is practicing constructing complete sentences. Also, recognition of mathematical operations and being able to solve simple math problems was another goal listed. The plan documented the task, the results, and improvement from time to time. The field experience was documented with specific notes regarding the plan.
The implementation plan was a bit complicated. It is important to really review the IEP and the needs of the student. Otherwise, many technologies could be chosen, but they may not assist the student. Choosing technologies that will enable the student to be successful are also key. Additionally, it is essential for the coordinator to ensure they understand the technologies available.
Being able to accommodate all learners is the school of every instructor and school. It is important to understand the various assistive technologies available. In addition to this, educators must assess students and know when to allow them to use these technologies. Reviewing IEP’s and observing
students is key in this process. Teaching the student how to use the technology is also important.