3.4 Adaptive & Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact: Assistive Technology Implementation Plan (ITEC 7445)
Reflection:
The Assistive Technology Implementation Plan was completed to meet the needs of a student with learning needs through the facilitation of adaptive and assistive technologies. For this artifact, the teacher used a portable Daisy reader to assist a student with a learning disability in reading. The contributions for this artifact included developing the plan for a student with a disability, facilitating the plan, presentation for the software, and locating the needed items to carry out the plan. The student is offered support for the Daisy reader and implementations and evaluation goals are assigned.
This artifact demonstrates mastery by showing the teacher’s ability to facilitate an adaptive and assistive technology tool for a student with a learning disability. The assistive technology tool was explained to the parents, student, and general education teacher. The implementation team met to assign goals for the tool and discussed what classes the assistive technology would be use in. The Daisy reader is an assistive technology tool that reads the content aloud and meets the needs of students with reading disabilities. For the student to use the reader appropriately, I met with the student and parent to give them a demonstration of the assistive technology tool. At the end of the session, the student was more confident in his ability to understand the content he was reading.
Through the implementation of this artifact, I learned that the assistive technology, portable Daisy reader, is used exclusively for reading. To improve this artifact, I would choose another tool that would address the student’s learning needs in all content areas. The student needs to have a tool that will give assistance during math.
The work that went into creating this artifact impacted student learning through the use of the Daisy reader while reading in all content areas. The impact was assessed by the student being able to read the information during class and away from school.
Reflection:
The Assistive Technology Implementation Plan was completed to meet the needs of a student with learning needs through the facilitation of adaptive and assistive technologies. For this artifact, the teacher used a portable Daisy reader to assist a student with a learning disability in reading. The contributions for this artifact included developing the plan for a student with a disability, facilitating the plan, presentation for the software, and locating the needed items to carry out the plan. The student is offered support for the Daisy reader and implementations and evaluation goals are assigned.
This artifact demonstrates mastery by showing the teacher’s ability to facilitate an adaptive and assistive technology tool for a student with a learning disability. The assistive technology tool was explained to the parents, student, and general education teacher. The implementation team met to assign goals for the tool and discussed what classes the assistive technology would be use in. The Daisy reader is an assistive technology tool that reads the content aloud and meets the needs of students with reading disabilities. For the student to use the reader appropriately, I met with the student and parent to give them a demonstration of the assistive technology tool. At the end of the session, the student was more confident in his ability to understand the content he was reading.
Through the implementation of this artifact, I learned that the assistive technology, portable Daisy reader, is used exclusively for reading. To improve this artifact, I would choose another tool that would address the student’s learning needs in all content areas. The student needs to have a tool that will give assistance during math.
The work that went into creating this artifact impacted student learning through the use of the Daisy reader while reading in all content areas. The impact was assessed by the student being able to read the information during class and away from school.