Standard 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)
Artifacts: Assistive Technology and WATI Documents
We were asked to complete an assistive technology field experience with a student with a disability during ITEC 7445, Multimedia and Web Design in Education. I worked with Grace who was a fifth grade student that was diagnosed with Asperger's and was in homeschool online. To complete the Assistive Technology field experience, I had to complete an online module from Peabody’s Iris Center and submit my initial thoughts. After I completed the WATI Assistive Technology Consideration guide and spent five hours with Grace, I reflected upon my experience with a post reflection paper.
This artifact for standard 3.4 is evidence of my ability to effectively facilitate the use of adaptive and assistive technologies to support individual student learning needs because I was able to support Grace’s student learning and individual needs. I worked closely with her mother, LEA, special education teacher, and general education teacher. Grace required a different instructional environment due to getting easily distracted and negative interactions with peers. Grace is now in school online and finding more success with her current program. She utilizes a variety of adaptive and assistive technologies. Grace requires textured pencils that have bark on the outside due to motor and texture issues. Grace is drawn to technology and has experienced a lot of success with Blackboard. When utilizing Blackboard, she doesn’t understand the social cues of letting others talk during a synchronous session, so her teachers mute her unless she prompts the teacher.
After completing this artifact, I learned about the variety of adaptive and assistive technology available to students. However, it is crucial that technology be tailored to the student’s needs instead of expecting technology to act as a silver bullet. Assistive Technology is not my area of strength, but the Iris Module was a great help. This experience has shown me the level of support with assistive technology that schools have access to. Next time, I would be sure to spend more time with the student’s parents in order to understand the breadth of a student’s issues, so I can better recommend and implement adaptive and assistive technology.
This artifact made me realize the level of support that our Student Support Services department provides to students on an everyday basis. School improvement is impacted by this artifact. After completing the field experience, I was very interested in Student Support Services in order to gain a better understanding of our student’s needs and what our district can offer.
This artifact for standard 3.4 is evidence of my ability to effectively facilitate the use of adaptive and assistive technologies to support individual student learning needs because I was able to support Grace’s student learning and individual needs. I worked closely with her mother, LEA, special education teacher, and general education teacher. Grace required a different instructional environment due to getting easily distracted and negative interactions with peers. Grace is now in school online and finding more success with her current program. She utilizes a variety of adaptive and assistive technologies. Grace requires textured pencils that have bark on the outside due to motor and texture issues. Grace is drawn to technology and has experienced a lot of success with Blackboard. When utilizing Blackboard, she doesn’t understand the social cues of letting others talk during a synchronous session, so her teachers mute her unless she prompts the teacher.
After completing this artifact, I learned about the variety of adaptive and assistive technology available to students. However, it is crucial that technology be tailored to the student’s needs instead of expecting technology to act as a silver bullet. Assistive Technology is not my area of strength, but the Iris Module was a great help. This experience has shown me the level of support with assistive technology that schools have access to. Next time, I would be sure to spend more time with the student’s parents in order to understand the breadth of a student’s issues, so I can better recommend and implement adaptive and assistive technology.
This artifact made me realize the level of support that our Student Support Services department provides to students on an everyday basis. School improvement is impacted by this artifact. After completing the field experience, I was very interested in Student Support Services in order to gain a better understanding of our student’s needs and what our district can offer.