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
Reflection:
This artifact is an Assistive Technology Implementation Plan. This plan was created for a student with a language processing disability. This plan includes necessary equipment, implementation team, equipment tasks, training, implementation strategies, and evaluation. The plan is for the student to utilize an app on either an iPhone or iPad to assist in vocabulary development and note taking. A team of individuals was assembled for assisting in this implementation. Training sessions were planned for helping the student effectively use the tools. The progress is measured regularly in order to ensure progress is being made. I utilized a template in order to create this artifact. I conducted student interviews and analyzed the IEP in order to develop this plan.
This artifact demonstrates mastery of standard 3.4. The standard states that I can facilitate the use of adaptive and assistive technologies to support individual students. In order to create this artifact I facilitated the use of adaptive and assistive technology with a student. I identified student needs by conducting interviews and analyzing their IEP. Two significant needs of the student were assistance with taking notes and building vocabulary. We used Dragon Dictation as an adaptive technology to help the student take notes. This supported the student in class, as they were able to take notes that are more accurate. We used a vocabulary practice app as an assistive technology to help build the student’s vocabulary. The student used this practice app during their free time. This gives the student a stronger foundation of vocabulary as they approach new material.
Through creating this artifact, I feel that I have learned a lot more about supporting students with disabilities. There are an endless supply of resources available for helping these students. It is not very difficult to find these resources. It is also not very difficult for the students to use these resources. Throughout this experience, the student actually enjoyed using the resource and building on his weaknesses. I wish that I could do this with every student in my classes. It would be nice to go back to the first day of school and survey every student to find a weakness that they would like to improve on. Then we could find tools that would either assist that weakness or adapt the curriculum of the course to promote mastery of all standards.
This artifact had an impact on student learning. The focus of this project was to address the weaknesses of one student. This has also shown me how easy it can be to address the needs of other students using technology. There is either an assistive or an adaptive technology that can improving the learning of every student. It will just take a little work to find that need for every student and find the resource that can support that need. This impact could be measured by individual student growth on state test scores. Pre and posttests could also be created for individual students as they use these resources.
Reflection:
This artifact is an Assistive Technology Implementation Plan. This plan was created for a student with a language processing disability. This plan includes necessary equipment, implementation team, equipment tasks, training, implementation strategies, and evaluation. The plan is for the student to utilize an app on either an iPhone or iPad to assist in vocabulary development and note taking. A team of individuals was assembled for assisting in this implementation. Training sessions were planned for helping the student effectively use the tools. The progress is measured regularly in order to ensure progress is being made. I utilized a template in order to create this artifact. I conducted student interviews and analyzed the IEP in order to develop this plan.
This artifact demonstrates mastery of standard 3.4. The standard states that I can facilitate the use of adaptive and assistive technologies to support individual students. In order to create this artifact I facilitated the use of adaptive and assistive technology with a student. I identified student needs by conducting interviews and analyzing their IEP. Two significant needs of the student were assistance with taking notes and building vocabulary. We used Dragon Dictation as an adaptive technology to help the student take notes. This supported the student in class, as they were able to take notes that are more accurate. We used a vocabulary practice app as an assistive technology to help build the student’s vocabulary. The student used this practice app during their free time. This gives the student a stronger foundation of vocabulary as they approach new material.
Through creating this artifact, I feel that I have learned a lot more about supporting students with disabilities. There are an endless supply of resources available for helping these students. It is not very difficult to find these resources. It is also not very difficult for the students to use these resources. Throughout this experience, the student actually enjoyed using the resource and building on his weaknesses. I wish that I could do this with every student in my classes. It would be nice to go back to the first day of school and survey every student to find a weakness that they would like to improve on. Then we could find tools that would either assist that weakness or adapt the curriculum of the course to promote mastery of all standards.
This artifact had an impact on student learning. The focus of this project was to address the weaknesses of one student. This has also shown me how easy it can be to address the needs of other students using technology. There is either an assistive or an adaptive technology that can improving the learning of every student. It will just take a little work to find that need for every student and find the resource that can support that need. This impact could be measured by individual student growth on state test scores. Pre and posttests could also be created for individual students as they use these resources.