EDUCATE EVERYONE!

USING ASSISTIVE TECHNOLOGY TO INCLUDE ALL STUDENTS IN THE STANDARD CURRICULUM

By: Randee OwensEduc W200 Module 6

Contents

Slide 1 – Title page Slides 2-5 – “Assistive Technology for Students

with Disabilities, Information for Parents and Educators”

Slides 6-10 – “Assistive Technology in the Inclusive Science Classroom”

Slides 11-13 – “Working Together: Computers and People with Learning Disabilities”

Slide 14 – Concluding slide

“Assistive Technology for Students with Disabilities: Information for Parents and Educators” (OSEP – US Dept. of Education)

This is an informational packet compiled by the US Department of Education to inform parents and teachers.

Definition, Types and Examples

An assistive technology device is “any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” (Copenhaver, 1999, p. 4)

There are low tech and high tech assistive technologies.

Example of low tech: pencil grip Example of high tech: voice synthesizer

IDEA: the Individuals with Disabilities Education Act is the law that makes schools responsible for providing assistive technologies if deemed necessary.

WHO DECIDES? The IEP team consists of the teachers and other education professionals involved with the child as well as the parents and sometimes the student. This team chooses the services and devices necessary to include the student, as much as possible, in the general curriculum of the school. This team also must assess any training and equipment maintenance needs.

Reflection

There are so many wonderful technologies from which to choose, but also so many challenges to finding and learning to productively use the correct assistive technologies for each student. Where I am employed, we recently acquired a communication device for a student who has difficulty verbalizing. We are now learning to operate it and help the student to utilize it. Each day, we think of words that need to be added. The school year is almost over and we still have a long way to go to understand how best to use this equipment. Luckily, the student is a sixth grader and we still have two more years to get it right.

“Assistive Technology in the Inclusive Science Classroom” Lahm and Morrissette’s seven areas where assistive

technologies can be introduced: organization, note taking, writing assistance, productivity, access to reference materials, cognitive assistance and materials creation and modification.

Examples of light tech and high tech ATs:Light tech – meter stick modified by darker markings or staplesHigh tech – Use of Board maker to allow students with cognitive, language and/or reading barriers greater access to lab assignments. (see next slides)

A Text –Based Lab Activity:

Lab Activity Modified Using Boardmaker:

Reflection and Citation

A few of the kids I work with could really benefit from the simple modification shown on the previous slide. I think Boardmaker would not be difficult to use. I must remember this when it is my turn to teach labs. I want to always remember to do my best to enable the students who have difficulty with written language to independently do as much of the assignment as possible.

Watson, Sandy and Johnston, Linda (2007) Assistive Technology in the Inclusive Science Classroom, The Science Teacher 74 (3), 34-8. Retrieved from Wilson Web

“Working Together: Computers and People with Learning

Disabilities” Four categories of learning disabilities are:

- spoken language (listen, speak)- written language (read, write, spell)- arithmetic (calculation and concepts)- reasoning (organize and integrate ideas

and thoughts) Learning disabilities may exist in combination

with other disabilities such as ADD or ADHD

Computing tools that could function as assistive technologies to help students with

learning disabilities are: word processors: spell check, grammar check, font adjustment,

color adjustment reading systems: listen to instead of read text, highlight text, one

word at a time concept mapping phonetic spelling (for Dyslexia) word prediction (for Dyslexia) speech recognition organizational software, personal info. managers talking calculators Low tech tools such as post-it notes and highlighters

Reflections and Citation

A lot of these technologies are already available on the computers we find in every classroom, at least they are at the school where I am employed. I wish that we had the staff and the additional training time it would take to make better use of the technologies that are already in place! I hope that as newly graduating teachers become more knowledgeable about technology, maybe we can do a better job of utilizing the technology that surrounds us to help enable and include students with disabilities and language barriers.

Washington University, Seattle (2000) Working Together: Computers and People with Learning Disabilities (EDRS Document Reproduction Service No. ED 481 296) Retrieved from Wilson Web

Concluding Slide

I do not plan to teach special education but keep coming back to this topic. Inclusion is such a big catch phrase these days and schools are making more effort than ever to integrate non-mainstream students into the general curriculum and classrooms. Since I work in a middle school, sometimes in a resource capacity, I have the opportunity to observe teachers and have noticed that while some go out of their way to find creative ways to include the special needs kids, others do not. It’s hard to do. Teachers work hard and have so many challenges, including behavior problems, lack of student motivation, and limited time to cover the required material (not to mention, try to make it exciting). But some still find the energy to find ways to include the more challenged students and I want to remember to do the same. I remember looking the other way. I remember not being sure how much these “special” kids count. But this year, I have been working with a small but diverse group of kids who all have unique abilities and needs. They are all glorious and shine in their own way. I just want to make sure that I don’t let any of them down.