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 artifact, I am discussing the Assistive Technology Implementation Plan (ATIP) for ITEC 7445. The ATIP discusses my time with my neighbor's special education student on using technology to meet their academic needs. I planned four meetings. First, to introduce the expected outcomes and goals. Second, introduce Immersive Reader and how to open files on Canvas in Office365, where the student can use Immersive Reader. The third meeting included practice and using Immersive Reader to complete a task. Finally, the student would teach the parents the benefits and how to use Immersive Reader.
For four days, I met with the student. The student could read simple text but struggled with larger words and complex sentences. These difficulties impeded the student's ability to comprehend text, including instructions and information. To overcome this, I facilitated the use of assisted technology to support individual student needs. Immersive Reader allowed her to choose the text qualities, could have it read aloud and adjust the speed and voice, and could click on words to find their meaning. Facilitating the use of Immersive Reader increased the student's achievement in reading activities and understanding of expectations of the assignment. The student, by the end, was able to show the parents how the student used it, and the feedback from the parents was excitement and relief that there was a tool that helped the student be more independent and helped overcome the academic concern.
In the future, I will do this in my classes using small groups at the beginning of the year to provide the opportunity to the students I teach with language and reading difficulties. I have no problem with students using technology, but they often do not know how to use all programs that can help their achievement and individual weaknesses. They also struggle with using it independently. When students have an assignment, they tend to skip what they cannot read, and some will sit and wait for the teacher to come around because of shyness or the feeling of embarrassment. By me teaching this early, I can set an early expectation for the students to use it.
The impact of the ATIP can be measured by how the student successfully uses the technology in class and the growth the student shows academically. Now planning to teach all my students will show results because students in my classes can use their computers anytime and doing so does not create a burden for me or a distraction to the other students. Student learning will improve because students who need assistive technology will have it at their disposal rather than sitting at their desk doing nothing because their disability makes reading difficult or overwhelming. The student's performance could increase in other classes if the use of Immersive Reader is in the students' other classes too. I would inform all teachers of training my students so it is known and hopefully would spread to other teachers showing their students.
For this artifact, I am discussing the Assistive Technology Implementation Plan (ATIP) for ITEC 7445. The ATIP discusses my time with my neighbor's special education student on using technology to meet their academic needs. I planned four meetings. First, to introduce the expected outcomes and goals. Second, introduce Immersive Reader and how to open files on Canvas in Office365, where the student can use Immersive Reader. The third meeting included practice and using Immersive Reader to complete a task. Finally, the student would teach the parents the benefits and how to use Immersive Reader.
For four days, I met with the student. The student could read simple text but struggled with larger words and complex sentences. These difficulties impeded the student's ability to comprehend text, including instructions and information. To overcome this, I facilitated the use of assisted technology to support individual student needs. Immersive Reader allowed her to choose the text qualities, could have it read aloud and adjust the speed and voice, and could click on words to find their meaning. Facilitating the use of Immersive Reader increased the student's achievement in reading activities and understanding of expectations of the assignment. The student, by the end, was able to show the parents how the student used it, and the feedback from the parents was excitement and relief that there was a tool that helped the student be more independent and helped overcome the academic concern.
In the future, I will do this in my classes using small groups at the beginning of the year to provide the opportunity to the students I teach with language and reading difficulties. I have no problem with students using technology, but they often do not know how to use all programs that can help their achievement and individual weaknesses. They also struggle with using it independently. When students have an assignment, they tend to skip what they cannot read, and some will sit and wait for the teacher to come around because of shyness or the feeling of embarrassment. By me teaching this early, I can set an early expectation for the students to use it.
The impact of the ATIP can be measured by how the student successfully uses the technology in class and the growth the student shows academically. Now planning to teach all my students will show results because students in my classes can use their computers anytime and doing so does not create a burden for me or a distraction to the other students. Student learning will improve because students who need assistive technology will have it at their disposal rather than sitting at their desk doing nothing because their disability makes reading difficult or overwhelming. The student's performance could increase in other classes if the use of Immersive Reader is in the students' other classes too. I would inform all teachers of training my students so it is known and hopefully would spread to other teachers showing their students.