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:
drake_at_implementation_plan.docx | |
File Size: | 98 kb |
File Type: | docx |
Reflection:
The Assistive Technology Implementation Plan was the primary artifacts for Standard 3.4. The purpose of this field experience was to enhance my understanding of helping students with disabilities (SWD) to fully succeed, while using Assistive Technology (AT). This assignment involved me working closely with a SWD and I helped him get the AT that he needed by collaborating with the Special Education collaborative teacher.
Standard 3.4: Adaptive and Assistive Technology, established the expectations that the artifact explains my ability to facilitate the use of adaptive and assistive technologies to support individual student learning needs. Since I work in a virtual school setting, all my experiences with students are technology-based. The student presented with a documented deficiency in writing skills based on a physical disability. The parent was needed to help complete all of the students written assignments when the student could not complete them. After communicating with the family about Assistive Technologies, I collaborated with the special education collaborative teacher. As a result of the collaboration, I was able to facilitate the procurement of a laptop provided by with district embedded with Dragon Naturally Speaking software. This software allows the student to perform speech-to-text activities. Once the family received the laptop I facilitated the use of adaptive and assistive technologies by setting up his training within the LMS. The student was able to use the assistive technology to complete written assignments independently.
While completing this artifact, I learned how much strain is put on parents who assist their children in completing written assignments without assistive technologies. The parent can now serve as a learning coach and facilitator instead of needing to complete every written assignment for the student. I learned that even though students with disabilities need help with certain tasks, that they appreciate and desire independence when accomplishing their goals. I was also surprised to learn about the varying types and number of available assistive technologies for students with disabilities.
The work that went into creating the artifact impacted faculty development and student learning. Faculty development was impacted because I learned about the struggles of SWDs and their families and I learned about assistive and adaptive technologies that help them be successful. The artifact impacted student learning by providing an assistive technology that aided the student to display mastery of content. The impact on student learning can be assessed by student completion of written teacher designed assessments and open-ended assessment questions in the LMS.
Standard 3.4: Adaptive and Assistive Technology, established the expectations that the artifact explains my ability to facilitate the use of adaptive and assistive technologies to support individual student learning needs. Since I work in a virtual school setting, all my experiences with students are technology-based. The student presented with a documented deficiency in writing skills based on a physical disability. The parent was needed to help complete all of the students written assignments when the student could not complete them. After communicating with the family about Assistive Technologies, I collaborated with the special education collaborative teacher. As a result of the collaboration, I was able to facilitate the procurement of a laptop provided by with district embedded with Dragon Naturally Speaking software. This software allows the student to perform speech-to-text activities. Once the family received the laptop I facilitated the use of adaptive and assistive technologies by setting up his training within the LMS. The student was able to use the assistive technology to complete written assignments independently.
While completing this artifact, I learned how much strain is put on parents who assist their children in completing written assignments without assistive technologies. The parent can now serve as a learning coach and facilitator instead of needing to complete every written assignment for the student. I learned that even though students with disabilities need help with certain tasks, that they appreciate and desire independence when accomplishing their goals. I was also surprised to learn about the varying types and number of available assistive technologies for students with disabilities.
The work that went into creating the artifact impacted faculty development and student learning. Faculty development was impacted because I learned about the struggles of SWDs and their families and I learned about assistive and adaptive technologies that help them be successful. The artifact impacted student learning by providing an assistive technology that aided the student to display mastery of content. The impact on student learning can be assessed by student completion of written teacher designed assessments and open-ended assessment questions in the LMS.