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:
| evansheath_christa_watiform-1.docx |
| evansheath_christa_at_implementation_plan-1.docx |
| evansheath_christa_7445unfelog-1-1.docx |
Reflection:
These artifacts were created in order to implement a field experience using assistive technology (AT) in order to meet the IEP goals of a 9th grade student with a disability. This student has dyslexia. I was able to evaluate resources and select an online tool to help in the reading comprehension in several classes. I reviewed the IEP, previewed resources, and selected a tool that would meet the individual student’s learning needs. Through this program, I also monitored progress and evaluated the usefulness of the program. These artifacts demonstrate my ability to facilitate the use of adaptive and assistive technologies to support individual learning needs
The WATI consideration form was used to drive the planning process for selecting a resource to meet the student’s needs. In this case, the targeted skill was an increase in improve complexity in word choice. The WATI form lists the student’s current supports and outlines what type of program will be introduced in order to reach the goal. The WATi form outlines any additional supports required for this technology to be successful, such as additional software and training and support for the teacher and student. The AT field experience logs lists the activities completed when working with the student, which include reviewing the IEP, evaluating resources, and monitoring student progress.
The Assistive Technology Implementation Plan details the materials and supports which need to be put in place to ensure the success in the use of assistive technology. The form further details the software needs and equipment and designates who will monitor the success of the intervention. This member of the implementation team will determine if the supports are helping the student make progress in meeting their goal. Additionally action items are listed as well in the plan.
During this experience, I was able to use my skills I developed as a special education teacher and further develop my understanding how technology can be used to help students with disabilities meet their learning goals. I learned the process for evaluating and selecting appropriate tools to help all students be successful. As I completed this assignment during the summer, I can take these new skills into my own team taught and ELL classroom.
The work that went into creating this artifact will positively impact student learning. As we recognize the needs of all students and incorporate adaptive and assistive technologies as required, we enable all of our students to reach their full potential in the classroom. Improvement in student achievement and success impacts school improvement as well. I have impacted the faculty development at my school and the student’s school. In using technology to improve student learning, I have gain skills to incorporate these tools in my classroom and this student’s teachers have also gained understanding of assistive technology tools in their classrooms as well.
The WATI consideration form was used to drive the planning process for selecting a resource to meet the student’s needs. In this case, the targeted skill was an increase in improve complexity in word choice. The WATI form lists the student’s current supports and outlines what type of program will be introduced in order to reach the goal. The WATi form outlines any additional supports required for this technology to be successful, such as additional software and training and support for the teacher and student. The AT field experience logs lists the activities completed when working with the student, which include reviewing the IEP, evaluating resources, and monitoring student progress.
The Assistive Technology Implementation Plan details the materials and supports which need to be put in place to ensure the success in the use of assistive technology. The form further details the software needs and equipment and designates who will monitor the success of the intervention. This member of the implementation team will determine if the supports are helping the student make progress in meeting their goal. Additionally action items are listed as well in the plan.
During this experience, I was able to use my skills I developed as a special education teacher and further develop my understanding how technology can be used to help students with disabilities meet their learning goals. I learned the process for evaluating and selecting appropriate tools to help all students be successful. As I completed this assignment during the summer, I can take these new skills into my own team taught and ELL classroom.
The work that went into creating this artifact will positively impact student learning. As we recognize the needs of all students and incorporate adaptive and assistive technologies as required, we enable all of our students to reach their full potential in the classroom. Improvement in student achievement and success impacts school improvement as well. I have impacted the faculty development at my school and the student’s school. In using technology to improve student learning, I have gain skills to incorporate these tools in my classroom and this student’s teachers have also gained understanding of assistive technology tools in their classrooms as well.
