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: AT Implementation Plan
Reflection:
The Assistive Technology Plan was created to work with a Student with a Disability (SWD). This artifact includes an implementation plan that was created to assist a former student of mine. The implementation plan addressed two of the students’ Individual Learning Plan (IEP) goals in writing, and in reading, the student will demonstrate effective basic writing, and the student will improve his reading skills. The plan included two apps that would not only help the student at school but also assist the complete student activities at home with his parents. The apps are Active Voice: Speech to text device and Digital graphic organizer. To measure students’ progress by using Assistive Technology (AT), a monitoring and evaluation piece was included in the plan. The writing goal was measured by the students’ ability to write a complete, simple sentence using correct capitalization, punctuation, grammar, and spelling objectives. The reading goal was measured by the student’s ability to select the main idea from an instructional level reading passage.
Standard 3.4 states, “Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs.” In order to complete this artifact, I had to make sure that I fully comprehended my student’s IEP. Although I was at my students’ IEP, I had to email the Special Education administrator to send me his IEP. Once I received the IEP, I was able to search through several tools. As the facilitator, I selected two AT apps that would support his IEP goal and his learning. The Active Voice: Speech to text device. This app allows students to talk through a microphone and record their words into text. Students can then write down the text on paper. The second app was called Digital graphic organizer, which organizes students' thoughts using a digital platform.
Completing this activity gave me experience and allowed me to enhance my understanding to assist SWD in fully succeeding in gaining access to the general curriculum. This experience also taught me to encourage the use of AT with colleagues and explain that the device is a tool to help students be successful. To improve the quality of the artifact, I would find another app for the student to use for his reading goal. Although the digital graphic organizer was a useful resource, I am sure that there are others out there that can assist him in gaining access to the general curriculum.
The work that went into creating this artifact will impact student learning. Not only does AT devices help service students with IEPs, but it also makes sure that students with IEPs gain access to the general education curriculum. In the end, this will help with closing the gap. The impact can be assessed through frequent anecdotal notes and observations.
The Assistive Technology Plan was created to work with a Student with a Disability (SWD). This artifact includes an implementation plan that was created to assist a former student of mine. The implementation plan addressed two of the students’ Individual Learning Plan (IEP) goals in writing, and in reading, the student will demonstrate effective basic writing, and the student will improve his reading skills. The plan included two apps that would not only help the student at school but also assist the complete student activities at home with his parents. The apps are Active Voice: Speech to text device and Digital graphic organizer. To measure students’ progress by using Assistive Technology (AT), a monitoring and evaluation piece was included in the plan. The writing goal was measured by the students’ ability to write a complete, simple sentence using correct capitalization, punctuation, grammar, and spelling objectives. The reading goal was measured by the student’s ability to select the main idea from an instructional level reading passage.
Standard 3.4 states, “Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs.” In order to complete this artifact, I had to make sure that I fully comprehended my student’s IEP. Although I was at my students’ IEP, I had to email the Special Education administrator to send me his IEP. Once I received the IEP, I was able to search through several tools. As the facilitator, I selected two AT apps that would support his IEP goal and his learning. The Active Voice: Speech to text device. This app allows students to talk through a microphone and record their words into text. Students can then write down the text on paper. The second app was called Digital graphic organizer, which organizes students' thoughts using a digital platform.
Completing this activity gave me experience and allowed me to enhance my understanding to assist SWD in fully succeeding in gaining access to the general curriculum. This experience also taught me to encourage the use of AT with colleagues and explain that the device is a tool to help students be successful. To improve the quality of the artifact, I would find another app for the student to use for his reading goal. Although the digital graphic organizer was a useful resource, I am sure that there are others out there that can assist him in gaining access to the general curriculum.
The work that went into creating this artifact will impact student learning. Not only does AT devices help service students with IEPs, but it also makes sure that students with IEPs gain access to the general education curriculum. In the end, this will help with closing the gap. The impact can be assessed through frequent anecdotal notes and observations.