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:
The Assistive Technology Field Experience, which I completed for ITEC 7445, highlights my ability use technology to support individual student learning needs. For this experience, I worked with a nonverbal, autistic student with moderate intellectual disabilities. Due to her disabilities, her goals included communicating through a tablet. When I first started working with her, the program that she was using on her tablet required more advanced skills. It required her to use complete phrases; however, her current level of ability was to communicate through single words. Her assistive technology coach and I were able to find a new program to try with her. This program used a combination of pictures and text to help the student communicate. We created personalized icons based on the student’s needs and environment. For example, one day she brought animal crackers as a snack. I quickly created an animal cracker icon and incorporated a picture. When the student was ready for snack, she was able to use her tablet and click on the icons to create the sentence "I want animal crackers." It was remarkable to see her communicate with ease.
After working with the student, I developed a new appreciation for the necessity of adaptive and assistive technology. Without her tablet, this student is unable to communicate her needs, which results in frustration and anger. Whenever we did not understand what she wanted, she freaked out. However, the more we personalized the program's icons, the easier it was for her to communicate, which led to a decrease in tantrums. Additionally, I gained a new understanding of how important it is for the teacher to stay current with the changes in available technology. The student was using a tablet before I worked with her, but the program was not of an appropriate level. We had to research and find a more suitable program to help her be successful, and we saw great results from our research. Therefore, it is important for the teacher to continue assessing the student's digital tools and how they are being used in order to make sure that the student has the most suited assistive technology. If I were to complete this assignment again, I would try to incorporate recordable buttons. These buttons can be personalized to say whatever is necessary. I could post a few buttons around the classroom that the student could use when she wanted to express her need to use the restroom or blow her nose, both of which are repeated multiple times a day.
The effects of this experience can be assessed through formative and summative assessments as well as observations. The special education teacher takes time each week to assess the student’s abilities. She monitors the student’s ability to create sentences using her tablet. With the implementation the new program, the student was able to communicate more easily and effectively. Additionally, the effects of this new program have led to fewer tantrums, which is an observable change. Overall, I believe that we provided this student with a better quality of life since she is now able to communicate more effectively.
The Assistive Technology Field Experience, which I completed for ITEC 7445, highlights my ability use technology to support individual student learning needs. For this experience, I worked with a nonverbal, autistic student with moderate intellectual disabilities. Due to her disabilities, her goals included communicating through a tablet. When I first started working with her, the program that she was using on her tablet required more advanced skills. It required her to use complete phrases; however, her current level of ability was to communicate through single words. Her assistive technology coach and I were able to find a new program to try with her. This program used a combination of pictures and text to help the student communicate. We created personalized icons based on the student’s needs and environment. For example, one day she brought animal crackers as a snack. I quickly created an animal cracker icon and incorporated a picture. When the student was ready for snack, she was able to use her tablet and click on the icons to create the sentence "I want animal crackers." It was remarkable to see her communicate with ease.
After working with the student, I developed a new appreciation for the necessity of adaptive and assistive technology. Without her tablet, this student is unable to communicate her needs, which results in frustration and anger. Whenever we did not understand what she wanted, she freaked out. However, the more we personalized the program's icons, the easier it was for her to communicate, which led to a decrease in tantrums. Additionally, I gained a new understanding of how important it is for the teacher to stay current with the changes in available technology. The student was using a tablet before I worked with her, but the program was not of an appropriate level. We had to research and find a more suitable program to help her be successful, and we saw great results from our research. Therefore, it is important for the teacher to continue assessing the student's digital tools and how they are being used in order to make sure that the student has the most suited assistive technology. If I were to complete this assignment again, I would try to incorporate recordable buttons. These buttons can be personalized to say whatever is necessary. I could post a few buttons around the classroom that the student could use when she wanted to express her need to use the restroom or blow her nose, both of which are repeated multiple times a day.
The effects of this experience can be assessed through formative and summative assessments as well as observations. The special education teacher takes time each week to assess the student’s abilities. She monitors the student’s ability to create sentences using her tablet. With the implementation the new program, the student was able to communicate more easily and effectively. Additionally, the effects of this new program have led to fewer tantrums, which is an observable change. Overall, I believe that we provided this student with a better quality of life since she is now able to communicate more effectively.