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:
morgan_green-_at_module.pdf | |
File Size: | 521 kb |
File Type: |
morgan_green-_evaluation_of_at.docx | |
File Size: | 15 kb |
File Type: | docx |
Reflection:
The Assistive Technology Implementation Plan was completed to provide a student with additional support in the classroom. This student has a learning disability and requires an Individualized Education Plan (IEP). She has difficulty with reading comprehension and vocabulary and the IEP provides her with additional support. Through the process of developing the Assistive Technology Implementation Plan, I used The IRIS Center as a valuable resource. The IRIS Center provides information on how to prescribe assistive technology and protocol on how to assist students in getting these services. It also dispels some of the misconceptions about assistive technology is only for students with physical impairments, which for my students she would not qualify (The IRIS Center). In selecting the specific software, I referenced the Wisconsin Assistive Technology Initiative (WATI) Assistive Technology Consideration Guide that is listed on The IRIS Center website (The IRIS Center). This was extremely beneficial in making my selections for the student. With the Assistive Technology Implementation Plan, I was able to suggest some opportunities for the student to practice and grow her vocabulary and reading comprehension so she can be successful in the least restrictive environment at school. I recommended the student use Read OutLoud 6 software that the school owns, so she can read homework at home and use NaturalReader, which is a web-based tool that she can utilize as well. She has three IEP goals related to reading, vocabulary, and reading comprehension. Through the utilization of these tools, the student should be able to improve and work towards meeting these goals. The Assistive Technology Implementation Plan was developed during the summer, so I worked with the parents to help them prepare their student for when school starts back. I also contacted the IEP case holder to inform her of the tools we are using.
Standard 3.4, Adaptive and Assistive Technology provided me the opportunity to facilitate the use of adaptive and assistive technologies to support individual student learning needs. The Assistive Technology Implementation Plan provided one of my students with the opportunity to improve their IEP goals in the area of reading, reading comprehension, and vocabulary. As I mentioned, this plan was implemented during the summer on a trial based period to see if this would be something we should consider for her IEP accommodations in the upcoming school year. I facilitated the implementation of the two adaptive and assistive technologies with the student and her guardians. The goal is to have her receive special education services in the least restrictive environment when she returns to school the following school year. I worked with the parents and students to download and show them how to use the program. During this period of time we worked in these programs, I assigned the student specific readings to practice to see how her reading comprehension was after looking at the specific article. Although the duration of the trial period was short, it provided my student with more confidence that she could read and learn like the other students rather than having to struggle in class and with outside readings for class. The improvement during this period was small, however, I was able to facilitate the use of adaptive and assistive technologies for potential implementation. I informed the IEP case holder of the results for consideration in the following school year as an accommodation that the student can utilize in class.
Completing the Assistive Technology Implementation Plan provided the student with the opportunity to be successful in the classroom in the least restrictive environment. I learned how to properly select an assistive tool by using The IRIS Center and WATI Consideration Guide. This was beneficial to me so I can see what options are available for students and learn how to appropriately prescribe them for students to try depending upon their needs as listed in their IEP or 504 Plan. I can also address these with the student’s case holder to be discussed in future meetings as an option for students. To further improve this Assistive Technology Implementation Plan, I would use more up-to-date and more accessible tools than I originally prescribed. In the short time since this plan was created, new and easier technologies have become available and would be more user-friendly and easy to access for the students, parents, and teachers. I would utilize the Office 365’s Immersive Reader, Quizlet for vocabulary improvement, Office Lens App, and speak-to-text software. These would assist my student even more than what I had previously prescribed.
This artifact impacts student learning. Through the use of assistive technology tools, the student has more of an opportunity to improve her reading, reading comprehension, and vocabulary skills in her courses. The tools we implemented also improved her confidence in reading and encouraged her to pursue more opportunities in school that she previously thought she could not do because of her specific learning disability. The impact can be assessed with her least restrictive environment placement in her coursework, her ability to utilize these tools during the school year, and the improvement in her IEP goals.
Reference
The IRIS Center. (2010). Assistive Technology: An Overview. Retrieved from http://iris.peabody.vanderbilt.edu/module/at/.
The Assistive Technology Implementation Plan was completed to provide a student with additional support in the classroom. This student has a learning disability and requires an Individualized Education Plan (IEP). She has difficulty with reading comprehension and vocabulary and the IEP provides her with additional support. Through the process of developing the Assistive Technology Implementation Plan, I used The IRIS Center as a valuable resource. The IRIS Center provides information on how to prescribe assistive technology and protocol on how to assist students in getting these services. It also dispels some of the misconceptions about assistive technology is only for students with physical impairments, which for my students she would not qualify (The IRIS Center). In selecting the specific software, I referenced the Wisconsin Assistive Technology Initiative (WATI) Assistive Technology Consideration Guide that is listed on The IRIS Center website (The IRIS Center). This was extremely beneficial in making my selections for the student. With the Assistive Technology Implementation Plan, I was able to suggest some opportunities for the student to practice and grow her vocabulary and reading comprehension so she can be successful in the least restrictive environment at school. I recommended the student use Read OutLoud 6 software that the school owns, so she can read homework at home and use NaturalReader, which is a web-based tool that she can utilize as well. She has three IEP goals related to reading, vocabulary, and reading comprehension. Through the utilization of these tools, the student should be able to improve and work towards meeting these goals. The Assistive Technology Implementation Plan was developed during the summer, so I worked with the parents to help them prepare their student for when school starts back. I also contacted the IEP case holder to inform her of the tools we are using.
Standard 3.4, Adaptive and Assistive Technology provided me the opportunity to facilitate the use of adaptive and assistive technologies to support individual student learning needs. The Assistive Technology Implementation Plan provided one of my students with the opportunity to improve their IEP goals in the area of reading, reading comprehension, and vocabulary. As I mentioned, this plan was implemented during the summer on a trial based period to see if this would be something we should consider for her IEP accommodations in the upcoming school year. I facilitated the implementation of the two adaptive and assistive technologies with the student and her guardians. The goal is to have her receive special education services in the least restrictive environment when she returns to school the following school year. I worked with the parents and students to download and show them how to use the program. During this period of time we worked in these programs, I assigned the student specific readings to practice to see how her reading comprehension was after looking at the specific article. Although the duration of the trial period was short, it provided my student with more confidence that she could read and learn like the other students rather than having to struggle in class and with outside readings for class. The improvement during this period was small, however, I was able to facilitate the use of adaptive and assistive technologies for potential implementation. I informed the IEP case holder of the results for consideration in the following school year as an accommodation that the student can utilize in class.
Completing the Assistive Technology Implementation Plan provided the student with the opportunity to be successful in the classroom in the least restrictive environment. I learned how to properly select an assistive tool by using The IRIS Center and WATI Consideration Guide. This was beneficial to me so I can see what options are available for students and learn how to appropriately prescribe them for students to try depending upon their needs as listed in their IEP or 504 Plan. I can also address these with the student’s case holder to be discussed in future meetings as an option for students. To further improve this Assistive Technology Implementation Plan, I would use more up-to-date and more accessible tools than I originally prescribed. In the short time since this plan was created, new and easier technologies have become available and would be more user-friendly and easy to access for the students, parents, and teachers. I would utilize the Office 365’s Immersive Reader, Quizlet for vocabulary improvement, Office Lens App, and speak-to-text software. These would assist my student even more than what I had previously prescribed.
This artifact impacts student learning. Through the use of assistive technology tools, the student has more of an opportunity to improve her reading, reading comprehension, and vocabulary skills in her courses. The tools we implemented also improved her confidence in reading and encouraged her to pursue more opportunities in school that she previously thought she could not do because of her specific learning disability. The impact can be assessed with her least restrictive environment placement in her coursework, her ability to utilize these tools during the school year, and the improvement in her IEP goals.
Reference
The IRIS Center. (2010). Assistive Technology: An Overview. Retrieved from http://iris.peabody.vanderbilt.edu/module/at/.