Standard 3.4: Adaptive & 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 Reflection
Reflection:
The purpose of the Assistive Technology artifact was to reflect on an assignment that identified and defined the use of Assistive Technology for diverse learners. A field activity during the artifact assignment demonstrated how Assistive technologies are used in various settings. Research was used to identify the responsibilities that schools have in providing Assistive Technologies to diverse learners. In addition, the artifact discussed what teachers need to know and best practices for how teachers may use Assistive Technologies to improve student learning experiences. Schools’ responsibilities with implementing the use of Assistive Technologies for Diverse Learners was also discussed in the Assistive Technology Reflection artifact.
Standard 3.4: Assistive and Adaptive Technologies for diverse learners is established in the Assistive Technology Reflection artifact by identifying best practices and responsibilities during facilitation for diverse learners. During this experience, I worked with the student who was rapidly losing his hearing due to a nerve related issue. AT in the form of a sound amplifier was connected to the student’s hearing aid so that he may access instruction and participate in social and extra-curricular activities with his peers. In using Assistive and Adaptive Technologies to improve student learning experiences, I encouraged AT use by learning how to operate it, create learning experiences that incorporate its use, and support student use of the AT within the learning environment. As the student case manager, I identified our school’s and other teachers’ responsibilities for using the Assistive and Adaptive Technology to meet the student’s academic needs as identified in his Individualized Education Program (IEP).
I learned during this artifact activity that AT is any device or service that helps a student with a disability to meet his or her individualized education program (IEP) goals and to participate in the general education setting to the greatest possible extent (Iris.peabody.vanderbilt.edu). What I would have done differently during this activity is to explore several assistive technologies for various learning disabilities. I would have also liked to compile a list of Assistive Technologies that will support students with specific learning disabilities. Another thing I would have done differently was observe the implementation of this Assistive Technology device across all subject areas for the student with disability. I also would have explored the option of working with more than one student to explore the effectiveness of AT across various disabilities, grade levels and academic settings.
This artifact may be assessed by evaluating student progress on learning objectives indicated the Individualized Education Program (IEP). Academic achievement of students with Assistive Technology and students who do not require Assistive Technology should be compared as well. The comparison should reveal similar academic achievements. Evaluation of the Assistive Technology will be based on whether the student is able to participate in instructional and social activities while using the AT, if the student uses the AT and appears engaged and interested in using it, and review performance data to determine whether the student is able to perform the intended tasks, for example speaking and listening activities.
Artifact: Assistive Technology Reflection
Reflection:
The purpose of the Assistive Technology artifact was to reflect on an assignment that identified and defined the use of Assistive Technology for diverse learners. A field activity during the artifact assignment demonstrated how Assistive technologies are used in various settings. Research was used to identify the responsibilities that schools have in providing Assistive Technologies to diverse learners. In addition, the artifact discussed what teachers need to know and best practices for how teachers may use Assistive Technologies to improve student learning experiences. Schools’ responsibilities with implementing the use of Assistive Technologies for Diverse Learners was also discussed in the Assistive Technology Reflection artifact.
Standard 3.4: Assistive and Adaptive Technologies for diverse learners is established in the Assistive Technology Reflection artifact by identifying best practices and responsibilities during facilitation for diverse learners. During this experience, I worked with the student who was rapidly losing his hearing due to a nerve related issue. AT in the form of a sound amplifier was connected to the student’s hearing aid so that he may access instruction and participate in social and extra-curricular activities with his peers. In using Assistive and Adaptive Technologies to improve student learning experiences, I encouraged AT use by learning how to operate it, create learning experiences that incorporate its use, and support student use of the AT within the learning environment. As the student case manager, I identified our school’s and other teachers’ responsibilities for using the Assistive and Adaptive Technology to meet the student’s academic needs as identified in his Individualized Education Program (IEP).
I learned during this artifact activity that AT is any device or service that helps a student with a disability to meet his or her individualized education program (IEP) goals and to participate in the general education setting to the greatest possible extent (Iris.peabody.vanderbilt.edu). What I would have done differently during this activity is to explore several assistive technologies for various learning disabilities. I would have also liked to compile a list of Assistive Technologies that will support students with specific learning disabilities. Another thing I would have done differently was observe the implementation of this Assistive Technology device across all subject areas for the student with disability. I also would have explored the option of working with more than one student to explore the effectiveness of AT across various disabilities, grade levels and academic settings.
This artifact may be assessed by evaluating student progress on learning objectives indicated the Individualized Education Program (IEP). Academic achievement of students with Assistive Technology and students who do not require Assistive Technology should be compared as well. The comparison should reveal similar academic achievements. Evaluation of the Assistive Technology will be based on whether the student is able to participate in instructional and social activities while using the AT, if the student uses the AT and appears engaged and interested in using it, and review performance data to determine whether the student is able to perform the intended tasks, for example speaking and listening activities.