Assistive Technology

The application of assistive technology (AT) may support differentiating instruction (Claes, Van Hove, Vandevelde, van Loon, and Schalock, 2012) and enable students with disabilities to learn skills that are critical to academic and life success (Gillette and Depompei, 2008). It is important to use and modify assistive/supportive technology within the classroom because it is necessary for student achievement. As educators know, all students learn differently and we must incorporate all means necessary in order for them to have access to resources that will help them achieve their highest academic level.

Two examples of assistive technology are the use of talking calculators and electronic worksheets (Nielsen, 2011). Talking calculators can help assist both the visually impaired and the learning disabled, as they relay mathematics via audio. This could be useful for showing students’ content knowledge by allowing them to hear the answers if they’re visually impaired and cannot view the small calculator’s screen. This would be geared toward late middle school/high school-aged children, as those in grade school are not permitted to use calculators.

The use of electronic worksheets could be used with any aged child. Some students always struggle with lining up math problems, even though they know the proper way to set it up. I use electronic worksheets in my classroom every day and it helps the students perform better, as it takes pressure off them. It is still important, though, that they know the correct way to write the standard algorithms, so we still practice it in class. This can help with developing skills, as well as showing understanding of content knowledge.

The assistive technology devices mentioned are culturally responsive because of their ability to include and reach all types of learners. They allow students to feel included and do not single any children out, but help make them feel welcomed and understood by providing services they need to be successful. These devices are helping students make meaningful connections to their work.

Some issues that may come with the use of these assistive technologies may be the normal struggle that comes with internet use. If the worksheets are on an interactive website, such as ItsLearning, then the student would need to have internet access. As we all know, this can work one day and be out the next. A way to solve this issue would be to make the electronic worksheet available on OneNote, where internet access is not a necessity.

Resources

Claes, C., Van Hove, G., Vandevelde, S., van Loon, J., & Schalock, R. L. (2012). The influence

of support strategies, environmental factors, and client characteristics on quality-of-life-related personal outcomes. Research in Developmental Disabilities, 33, 96–103.

Etscheidt, S. s. (2016). Assistive Technology for Students With Disabilities: A Legal Analysis of

Issues. Journal Of Special Education Technology, 31(4), 183-194. doi:10.1177/0162643416673912

Gillette, Y., & Depompei, R. (2008). Do PDAs enhance the organization and memory skills of

students with cognitive disabilities? Psychology in the Schools, 45, 665–677

Nielsen, L. (2011). 25 incredible assistive technologies. Retrieved from

http://theinnovativeeducator.blogspot.com/2011/06/25-incredible-assistive-technologies.html

Purposeful Assessment

The following scenarios are proposed to help gain knowledge as to the most appropriate assessment and/or intervention for each child. Each child has their own issues and behaviors that limits his or her learning, but both would benefit from different assessments.

Purposeful assessments require frequent opportunities to examine student performance in a variety of formats (Cobb, 2003). Black and William (1998) stated that assessments that are frequent and short are more effective than assessments that are infrequent and lengthy.

Purposeful assessments are important to educators because if we are going to start making a difference, then we need to start doing things differently (International Reading Association, 2000).

Kalil is an 8-year old boy in third grade. His teacher has noticed Kalil's behavior has gotten worse as the year progresses. He is constantly out of his seat, yells out, interrupts the teacher's lessons, and talks back. His behavior in the cafeteria and specials classes is even worse. The teachers are constantly reporting his rude and disruptive behavior. He is also failing every subject and has a difficult time focusing on anything for more than a couple minutes. Although he seems to not care about his grades, his teacher knows better and has formed a great relationship with him over the course of the school year. She can tell that he wants to do better, but it appears he doesn't know how to correct his impulsive behavior. There isn't much support at home, as his mother responds to the teacher's request for meetings, but never shows. His teacher is oftentimes at a loss and feels helpless when it comes to helping Kalil. 

Suzie is a bright, observant, and likeable 7-year old child, but a terror in the classroom. Suzie will not sit down at carpet time and wanders around when she is not supposed to. When she is corrected, she will growl and/or make loud animal noises. She also has been known to bite and snarl. She has openly told the adults in her classroom that she enjoys when the adults chase her around the classroom. Suzie talks excessively and seems to always needs adult attention. She does well on her schoolwork, but cannot sit still and shouts out randomly and is a constant disruption to her classmates. At home, she does not display these actions. Teachers have tried time outs and breaks where she can leave the room, but as soon as she reenters, the behaviors begin again. Teachers are at a loss as to how they can help Suzie reach her full potential.

References

Black, P., & William, D. (1998). Inside the black box: Raising standards through classroom

assessment. Retrieved April 1, 2003, from http://www.pdkintl.org/kappan/kbla9810.htm

Cobb, C. (2003). Effective instruction begins with purposeful assessments. Reading Teacher,

57(4), 386-388.

International Reading Association. (2000). Making a difference means making it different:

Honoring children’s rights to excellent reading instruction. Newark, DE: Author.