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:
This artifact, titled “Assistive Technology Implementation Plan,” consists of a lesson plan that includes instructional strategies with the enhancement of assistive technology, placed in order for the student to meet the goals in her Individual Education Plan. The assignment was completed individually as a class assignment. Some of the information in the attached document has been blacked-out due to confidentiality of the student.
The artifact displays an understanding of my abilities to support individual learning needs of a student by using assistive and adaptive technologies during planning and instruction. In the plan, I included the use of an array of assistive technologies. These technologies included a pencil grip, slant board, iPad, computer with word processor, and ball chair.
The pencil grip and slant board were used to improve the student’s motor skills and legibility for the instruction of writing. The computer and word processor (with spell check) were utilized to teach dictionary, thesaurus, and computer skills. An iPad was used to administer read-aloud assessments, exposure of electronic books, larger text size, and picture support. A ball chair was available for use in the regular classroom in order to help with sensory processing as well as to allow movement in place.
All of the technologies in the plan were aligned with meeting the student’s IEP goals. Teachers were trained on the assistive technologies to use; the lesson was executed and deemed positive results for the student. Because of the use of assistive and adaptive technologies during instruction, the student made progress toward meeting her academic goals. In collaboration with two other teachers, I facilitated the planning and implementation of the instructional lesson plan.
I learned a lot during the entire process of creating this plan as well as putting it into action. At the time of implementation, I did not realize I would soon be a special education teacher myself. Learning and practicing how to seamlessly align assistive and adaptive technologies within a lesson plan helped me to prepare for the teaching position I am currently serving. If I changed anything about this plan, I would have included the aligned standards with the plan; looking back, I am not sure why those were not already included.
The work demonstrated through the Assistive Technology Implementation Plan impacted school improvement and faculty development by opening up communication and collaboration between teachers as well as increase awareness of using AT in the regular classroom. The impact of the assignment can be measured and assessed by the progress achieved in student learning before and after the lesson was completed. As a result of this lesson, teachers increased their knowledge of AT and the student proceeded in meeting the goals in the IEP; therefore, it was a successful assignment.
This artifact, titled “Assistive Technology Implementation Plan,” consists of a lesson plan that includes instructional strategies with the enhancement of assistive technology, placed in order for the student to meet the goals in her Individual Education Plan. The assignment was completed individually as a class assignment. Some of the information in the attached document has been blacked-out due to confidentiality of the student.
The artifact displays an understanding of my abilities to support individual learning needs of a student by using assistive and adaptive technologies during planning and instruction. In the plan, I included the use of an array of assistive technologies. These technologies included a pencil grip, slant board, iPad, computer with word processor, and ball chair.
The pencil grip and slant board were used to improve the student’s motor skills and legibility for the instruction of writing. The computer and word processor (with spell check) were utilized to teach dictionary, thesaurus, and computer skills. An iPad was used to administer read-aloud assessments, exposure of electronic books, larger text size, and picture support. A ball chair was available for use in the regular classroom in order to help with sensory processing as well as to allow movement in place.
All of the technologies in the plan were aligned with meeting the student’s IEP goals. Teachers were trained on the assistive technologies to use; the lesson was executed and deemed positive results for the student. Because of the use of assistive and adaptive technologies during instruction, the student made progress toward meeting her academic goals. In collaboration with two other teachers, I facilitated the planning and implementation of the instructional lesson plan.
I learned a lot during the entire process of creating this plan as well as putting it into action. At the time of implementation, I did not realize I would soon be a special education teacher myself. Learning and practicing how to seamlessly align assistive and adaptive technologies within a lesson plan helped me to prepare for the teaching position I am currently serving. If I changed anything about this plan, I would have included the aligned standards with the plan; looking back, I am not sure why those were not already included.
The work demonstrated through the Assistive Technology Implementation Plan impacted school improvement and faculty development by opening up communication and collaboration between teachers as well as increase awareness of using AT in the regular classroom. The impact of the assignment can be measured and assessed by the progress achieved in student learning before and after the lesson was completed. As a result of this lesson, teachers increased their knowledge of AT and the student proceeded in meeting the goals in the IEP; therefore, it was a successful assignment.