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)
Artifact:
Assistive Technology Implementation Plan
Reflection:
For this standard, I selected The Assistive Technology Implementation Plan to demonstrate my ability to facilitate the use of adaptive and assistive technologies to support the individual need of a student. The purpose of this artifact was to document the steps I took to support a sixth-grade student who had been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and a Learning Disability. After spending some time discussing her Individualized Education Plan (IEP) with parents and teacher, I learned the best way to support the student was to focus on assistive technologies that would assist her in reading, increasing fluency, and building comprehension skills.
Through developing this artifact, I facilitated the use of assistive technologies using the WATI Assistive Technology Consideration Guide. The guide identified the focused areas, the strategies used to complete the tasks and the new adaptive and assistive technologies that would be implemented. To ensure success, I needed to provide training for the student and her parents. I facilitated a quick session demonstrating how to use assistive technology tools called Read & Write for Google Chrome and Google Docs. I also provided her parents with information on how to access the speech-to-text feature in Google Docs. This information allowed the parents to be able to support their child in completing assignments from home. The student and I practiced developing skills by using passages uploaded to Read & Write for Google Chrome. We went through these passages step by step highlighting important details using the online highlighter included. The student soon became comfortable with using the features within the tool and chose to use certain colors to demonstrate when she understood or didn’t understand objectives, such as using the color green to represent understanding of main ideas, character traits, and supporting details, and blue for need more support. By being consistent with the use of the assistive technologies, the student became more successful in reaching her goals.
I completed the Assistive Technology module through the IRIS Center online before I wrote the Assistive Technology (AT) plan. In the module, I learned about different instructional and behavioral practices that support struggling students and students with disabilities. During the ITEC 7445 course, I learned that assistive technology tools do not need to be high-tech equipment. They can be simple, free, and just as impactful as the expensive and complex ones. What’s most important is how the technology is used and its ability to meet the learning needs of students to improve their academic success. Furthermore, I learned the importance of making teachers aware of adaptive and assistive technologies to support their students’ needs. Sometimes teachers feel overwhelmed or lost when it comes to meeting the needs of students with disabilities so it is helpful to have someone, such as an instructional coach, who is familiar with tools and resources that will interest all students. To improve this artifact, I think it would be beneficial to continue searching and evaluating technologies that will support effective learning for diverse learners. Evaluating each individual need and reflecting on the technology being used will help support the learner and increase achievement.
The work that went into this artifact impacted student development and improvement. I was also able to introduce my team to The IRIS website and to the listed assistive technologies that would benefit their students’ IEP goals specific to enhancing comprehension skills and challenges with reading, speaking and writing. Students received multiple technologies to complete tasks and meet their learning needs. The impact can be assessed through observations and an increase in student achievement on their IEP goals and objectives.
Reflection:
For this standard, I selected The Assistive Technology Implementation Plan to demonstrate my ability to facilitate the use of adaptive and assistive technologies to support the individual need of a student. The purpose of this artifact was to document the steps I took to support a sixth-grade student who had been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and a Learning Disability. After spending some time discussing her Individualized Education Plan (IEP) with parents and teacher, I learned the best way to support the student was to focus on assistive technologies that would assist her in reading, increasing fluency, and building comprehension skills.
Through developing this artifact, I facilitated the use of assistive technologies using the WATI Assistive Technology Consideration Guide. The guide identified the focused areas, the strategies used to complete the tasks and the new adaptive and assistive technologies that would be implemented. To ensure success, I needed to provide training for the student and her parents. I facilitated a quick session demonstrating how to use assistive technology tools called Read & Write for Google Chrome and Google Docs. I also provided her parents with information on how to access the speech-to-text feature in Google Docs. This information allowed the parents to be able to support their child in completing assignments from home. The student and I practiced developing skills by using passages uploaded to Read & Write for Google Chrome. We went through these passages step by step highlighting important details using the online highlighter included. The student soon became comfortable with using the features within the tool and chose to use certain colors to demonstrate when she understood or didn’t understand objectives, such as using the color green to represent understanding of main ideas, character traits, and supporting details, and blue for need more support. By being consistent with the use of the assistive technologies, the student became more successful in reaching her goals.
I completed the Assistive Technology module through the IRIS Center online before I wrote the Assistive Technology (AT) plan. In the module, I learned about different instructional and behavioral practices that support struggling students and students with disabilities. During the ITEC 7445 course, I learned that assistive technology tools do not need to be high-tech equipment. They can be simple, free, and just as impactful as the expensive and complex ones. What’s most important is how the technology is used and its ability to meet the learning needs of students to improve their academic success. Furthermore, I learned the importance of making teachers aware of adaptive and assistive technologies to support their students’ needs. Sometimes teachers feel overwhelmed or lost when it comes to meeting the needs of students with disabilities so it is helpful to have someone, such as an instructional coach, who is familiar with tools and resources that will interest all students. To improve this artifact, I think it would be beneficial to continue searching and evaluating technologies that will support effective learning for diverse learners. Evaluating each individual need and reflecting on the technology being used will help support the learner and increase achievement.
The work that went into this artifact impacted student development and improvement. I was also able to introduce my team to The IRIS website and to the listed assistive technologies that would benefit their students’ IEP goals specific to enhancing comprehension skills and challenges with reading, speaking and writing. Students received multiple technologies to complete tasks and meet their learning needs. The impact can be assessed through observations and an increase in student achievement on their IEP goals and objectives.