Diversity
Through the Ed. S program, I had the chance to utilize the IRIS Center’s curriculum to get a better understanding of improving educational outcomes for students with diverse needs. Both trainings focused on Students with a Disability (SWDA) and English Language Learners (ELL). After discovering that there are 6.5 million students serviced under IDEA and that the English Language Learners (ELL) population is the fastest-growing population in the U.S. public school, I knew that I would have to service these students in some way (Roblyer & Hughes, 2018, p. 309 &363). I also knew that is was vital for me to learn the different ways that technology can support both groups.
One way that I can guarantee that SWDA gets technology support is through their Individual Education Plan (IEP). Since students with an IEP have a hard time accessing the general education curriculum, there is a specific section in the IEP that address services that directly assists a child with a disability. This service is called Assistive Technology (AT) (Roblyer & Hughes, 2018, p. 309). AT is a technological device or service given to aid students with IEPs. Some examples of AT include slant board, magnifier, reacher, calculator, computer, amplification system, alternative keyboard, and more. With the help of AT, students can complete their work and meet their IEP goals (“Assistive Technology,” 2018).
I also learned that technology tools play a significant role in supporting language acquisition (Roblyer & Hughes, 2018, p. 363). Therefore, it behooves me to integrate technology strategies within my teaching. Not only will the technology tools give me support to meet the needs of my ELL, but it will also help me support a challenging curriculum (Roblyer & Hughes, 2018, p. 364). Some of my favorite technology tools that I integrate now are Flipgrid, Adobe Spark, Raz-Kids, Story Online, Epic, Google Translate, and Imagine Learning.
The knowledge, skills, and dispositions that I have acquired during this program have equipped me in using technology to promote the diverse needs of all students. It has helped shape my classroom environment by creating a welcoming atmosphere well are students are a part of.
• Sharing information about affordable internet and devices with parents
• Adding AT to IEP to allow a student to gain access to the general curriculum
• Sharing resources for parents of ESOL students
• Developing lessons to meet the needs of the diverse learners in my classroom
• A field experience that incorporated AT with SWDA
• Conducted a Professional Development that showed colleagues how to differentiate using technology
One way that I can guarantee that SWDA gets technology support is through their Individual Education Plan (IEP). Since students with an IEP have a hard time accessing the general education curriculum, there is a specific section in the IEP that address services that directly assists a child with a disability. This service is called Assistive Technology (AT) (Roblyer & Hughes, 2018, p. 309). AT is a technological device or service given to aid students with IEPs. Some examples of AT include slant board, magnifier, reacher, calculator, computer, amplification system, alternative keyboard, and more. With the help of AT, students can complete their work and meet their IEP goals (“Assistive Technology,” 2018).
I also learned that technology tools play a significant role in supporting language acquisition (Roblyer & Hughes, 2018, p. 363). Therefore, it behooves me to integrate technology strategies within my teaching. Not only will the technology tools give me support to meet the needs of my ELL, but it will also help me support a challenging curriculum (Roblyer & Hughes, 2018, p. 364). Some of my favorite technology tools that I integrate now are Flipgrid, Adobe Spark, Raz-Kids, Story Online, Epic, Google Translate, and Imagine Learning.
The knowledge, skills, and dispositions that I have acquired during this program have equipped me in using technology to promote the diverse needs of all students. It has helped shape my classroom environment by creating a welcoming atmosphere well are students are a part of.
• Sharing information about affordable internet and devices with parents
• Adding AT to IEP to allow a student to gain access to the general curriculum
• Sharing resources for parents of ESOL students
• Developing lessons to meet the needs of the diverse learners in my classroom
• A field experience that incorporated AT with SWDA
• Conducted a Professional Development that showed colleagues how to differentiate using technology