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 Field Experience
Reflection:
The artifact that best represents standard 3.4 is an assistive technology field experience that was completed in ITEC 7445. This field experience was working with a six year old girl who was going into first grade. The Wisconsin Assistive Technology Initiative (WATI) consideration guide was used to determine if there was a need for assistive technology. Once a need was determined, the Assistive Technology Implementation Plan was completed to determine what type of assistive technology was needed for the student. Based on the student’s needs, the LEAP Frog Tag Reading system was used to assist the student with basic reading, vocabulary, and comprehension. The student used the Tag Reading System for four different sessions and was observed using the assistive technology tool to evaluate its effectiveness. The Tag Reader assisted the student to read text independently. She was more engaged and excited about reading. She used the Tag reader to decode unknown words and assist her in answering comprehension questions.
This artifact demonstrates mastery of standard 3.4 because the field experience required the use of adaptive and assistive technologies to support individual student learning. The WATI was used to determine that the six year old child would benefit from a tool that would assist her in decoding, fluency, and reading text independently. The Tag Reader was chosen because it decodes words and assist the reader with unknown words, models fluency, and assist with comprehension. This tool allows the child to read independently and spark an interest in reading.
Prior to completing this field experience, I was unaware of the WATI and the Assistive Technology Implementation Plan. Both of these tools help identify the needs of the student and what type of assistive technology tool would best meet their needs. As a classroom teacher who has taught in an inclusion classroom for many years, I had never seen either of these forms. In the future, I will use these forms to help identify, plan, and implement assistive technology tools to meet the needs of my students.
If I were to complete this experience again, I would teach the child to use a text-to-speech software on the computer that could be used with a variety of text, not just Leap Reader books. The Tag Reader is a great tool but it only works with books from this system. It would be more beneficial to teach the child to use a text-to-speech software that would assist in reading a variety of text found on the Internet.
Assistive technology is used to help students with disabilities learn and function more effectively in the classroom to reach their highest potential. There are numerous types of assistive technology that range from simple and inexpensive, such as a pencil grip, to very complex and expensive, like an iPad. Assistive technology helps students to have more independence and participate in activities that they may not have been able to in its absence. It is the school and teacher’s responsibility to help students achieve to their highest potential. Teachers should be well aware and informed of federal and state laws, policies, and procedures concerning the use of assistive technology with special education students. Teachers should always review their students’ Individual Education Plans and incorporate any assistive technology accommodations in the students’ plans.
Reflection:
The artifact that best represents standard 3.4 is an assistive technology field experience that was completed in ITEC 7445. This field experience was working with a six year old girl who was going into first grade. The Wisconsin Assistive Technology Initiative (WATI) consideration guide was used to determine if there was a need for assistive technology. Once a need was determined, the Assistive Technology Implementation Plan was completed to determine what type of assistive technology was needed for the student. Based on the student’s needs, the LEAP Frog Tag Reading system was used to assist the student with basic reading, vocabulary, and comprehension. The student used the Tag Reading System for four different sessions and was observed using the assistive technology tool to evaluate its effectiveness. The Tag Reader assisted the student to read text independently. She was more engaged and excited about reading. She used the Tag reader to decode unknown words and assist her in answering comprehension questions.
This artifact demonstrates mastery of standard 3.4 because the field experience required the use of adaptive and assistive technologies to support individual student learning. The WATI was used to determine that the six year old child would benefit from a tool that would assist her in decoding, fluency, and reading text independently. The Tag Reader was chosen because it decodes words and assist the reader with unknown words, models fluency, and assist with comprehension. This tool allows the child to read independently and spark an interest in reading.
Prior to completing this field experience, I was unaware of the WATI and the Assistive Technology Implementation Plan. Both of these tools help identify the needs of the student and what type of assistive technology tool would best meet their needs. As a classroom teacher who has taught in an inclusion classroom for many years, I had never seen either of these forms. In the future, I will use these forms to help identify, plan, and implement assistive technology tools to meet the needs of my students.
If I were to complete this experience again, I would teach the child to use a text-to-speech software on the computer that could be used with a variety of text, not just Leap Reader books. The Tag Reader is a great tool but it only works with books from this system. It would be more beneficial to teach the child to use a text-to-speech software that would assist in reading a variety of text found on the Internet.
Assistive technology is used to help students with disabilities learn and function more effectively in the classroom to reach their highest potential. There are numerous types of assistive technology that range from simple and inexpensive, such as a pencil grip, to very complex and expensive, like an iPad. Assistive technology helps students to have more independence and participate in activities that they may not have been able to in its absence. It is the school and teacher’s responsibility to help students achieve to their highest potential. Teachers should be well aware and informed of federal and state laws, policies, and procedures concerning the use of assistive technology with special education students. Teachers should always review their students’ Individual Education Plans and incorporate any assistive technology accommodations in the students’ plans.