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 was one of the first assignments I had to complete in the beginning of the program. The artifact is an Assistive Technology (AT) Implementation Plan that is used to identify the needed assistive technology to implement with a student that needs it and has an IEP.
The artifact that is aligned with this standard is the Assistive Technology (AT) field experience
that is composed of the WATI Assistive Technology Consideration Guide, Assistive Technology
Implementation Plan, and Assistive Technology Evaluation. This field experience was completed with a second-grade student with a disability. I looked through the students IEP and made considerations of appropriate AT for the IEP team consider. From there the team and I developed an implementation plan. After implementing the plan, the plan was evaluated to determine the effectiveness of the AT.
I worked closely with my co-teacher to research, use, and refine AT that would be most suitable for the student. We used the student’s IEP goals to determine the appropriate AT that would support the students learning needs. Before implementing the AT, I worked with the student on how to use the AT that would be implemented in the classroom. While working with the student, we practiced for a few days using Gradual Release Responsibility (I do, we do, you do).The AT that was used was monitored to view if they made a difference in the student’s work.
Prior to the completion of this field experience and artifact, I knew some information about AT, however I was not aware with all tools and resources were considered as options. I was familiar with various assistive technology tools that several of my students have used, and how they were part of their IEP’s. In the past, I did get to see students using assistive technology. Most of the students I observed used pencil grips to help with occupational therapy and other students that required a larger pencil to help with handwriting and better grip of the pencil. One time, I did have the opportunity to be pushing in for EIP services in a class that had a student that used a screen magnifier to help him see. It was not until later that I learned how all of these tools were considered AT for students with special education services.
After completing this artifact, I learned that AT can be considered as any device or service that helps a student with a disability to meet his or her individualized education program goals and to participate in the general education setting seamlessly. I learned that AT is not just technology, but any device such as a pencil grip or bumpy paper that levels the playing field for students with disabilities. I also learned that it is the responsibility of the school to ensure that teachers have the needed AT, knowledge, and training to meet the need of students. I wish I could have implemented this field experience for a longer amount of time and with more students. Doing this would allow me to investigate various types of AT.
The work that went into creating the artifact impacted student learning tremendously. Using the AT with the student really sparked interest and gave him the additional support needed to participate in the classroom. This artifact could impact faculty development by providing teachers information needed to provide student the support needed to be successful. The impact can be assessed by viewing student data collected and aligned with goals found within IEPs.
Reflection:
This artifact was one of the first assignments I had to complete in the beginning of the program. The artifact is an Assistive Technology (AT) Implementation Plan that is used to identify the needed assistive technology to implement with a student that needs it and has an IEP.
The artifact that is aligned with this standard is the Assistive Technology (AT) field experience
that is composed of the WATI Assistive Technology Consideration Guide, Assistive Technology
Implementation Plan, and Assistive Technology Evaluation. This field experience was completed with a second-grade student with a disability. I looked through the students IEP and made considerations of appropriate AT for the IEP team consider. From there the team and I developed an implementation plan. After implementing the plan, the plan was evaluated to determine the effectiveness of the AT.
I worked closely with my co-teacher to research, use, and refine AT that would be most suitable for the student. We used the student’s IEP goals to determine the appropriate AT that would support the students learning needs. Before implementing the AT, I worked with the student on how to use the AT that would be implemented in the classroom. While working with the student, we practiced for a few days using Gradual Release Responsibility (I do, we do, you do).The AT that was used was monitored to view if they made a difference in the student’s work.
Prior to the completion of this field experience and artifact, I knew some information about AT, however I was not aware with all tools and resources were considered as options. I was familiar with various assistive technology tools that several of my students have used, and how they were part of their IEP’s. In the past, I did get to see students using assistive technology. Most of the students I observed used pencil grips to help with occupational therapy and other students that required a larger pencil to help with handwriting and better grip of the pencil. One time, I did have the opportunity to be pushing in for EIP services in a class that had a student that used a screen magnifier to help him see. It was not until later that I learned how all of these tools were considered AT for students with special education services.
After completing this artifact, I learned that AT can be considered as any device or service that helps a student with a disability to meet his or her individualized education program goals and to participate in the general education setting seamlessly. I learned that AT is not just technology, but any device such as a pencil grip or bumpy paper that levels the playing field for students with disabilities. I also learned that it is the responsibility of the school to ensure that teachers have the needed AT, knowledge, and training to meet the need of students. I wish I could have implemented this field experience for a longer amount of time and with more students. Doing this would allow me to investigate various types of AT.
The work that went into creating the artifact impacted student learning tremendously. Using the AT with the student really sparked interest and gave him the additional support needed to participate in the classroom. This artifact could impact faculty development by providing teachers information needed to provide student the support needed to be successful. The impact can be assessed by viewing student data collected and aligned with goals found within IEPs.