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)
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Reflection
This document was created from a visually-impaired 3rd grader’s Individualized Educational Plan. Its purpose was to document her use of assistive technology, including training and specifics on locations, set-up, and troubleshooting. I created this document after collaborating with her visual impairment specialists and her special education resource teachers. I was also responsible for the computer lab setup of ZoomText and for checking with the student on regular intervals to see if she needed assistance using either ZoomText or the magnifier lens.
While learning about assistive technology is important, the key to understanding how to successfully use it is through implementation with students. During this process, I worked with the student and her teachers to be involved not just in the technology process, but also in the process of helping her learn to advocate for her needs and use assistive technology when needed. Through this experience, I developed a relationship with the student and also learned about ways to help her become more comfortable using her lens and the screen magnifier program.
During this process, I learned that following through with a successful implementation can be difficult. The student’s mother wasn’t able to attend the initial training and the student initially had trouble using the lens correctly at home. If I had to complete this process again, I would make a tutorial video with Spanish narration or captions to help her family understand how to use the magnifier lens. I would also begin this process closer to the beginning of the school year so the student would be able to access content successfully from the first day of school.
As I worked with the student in her classroom, I noticed that the classroom teacher became more aware of the assistive technology and how to use it effectively. Although special education teachers are the experts in assistive technology, I believe that a greater focus on involving classroom teachers would be beneficial to both teachers and students. Throughout the time I worked with this student, I answered questions from several other special education teachers who had never had visually impaired students. This could be assessed through a readiness survey of special education teachers.
While learning about assistive technology is important, the key to understanding how to successfully use it is through implementation with students. During this process, I worked with the student and her teachers to be involved not just in the technology process, but also in the process of helping her learn to advocate for her needs and use assistive technology when needed. Through this experience, I developed a relationship with the student and also learned about ways to help her become more comfortable using her lens and the screen magnifier program.
During this process, I learned that following through with a successful implementation can be difficult. The student’s mother wasn’t able to attend the initial training and the student initially had trouble using the lens correctly at home. If I had to complete this process again, I would make a tutorial video with Spanish narration or captions to help her family understand how to use the magnifier lens. I would also begin this process closer to the beginning of the school year so the student would be able to access content successfully from the first day of school.
As I worked with the student in her classroom, I noticed that the classroom teacher became more aware of the assistive technology and how to use it effectively. Although special education teachers are the experts in assistive technology, I believe that a greater focus on involving classroom teachers would be beneficial to both teachers and students. Throughout the time I worked with this student, I answered questions from several other special education teachers who had never had visually impaired students. This could be assessed through a readiness survey of special education teachers.