Standard 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: adaptive and assistive technology lesson
Reflection:
Working with this student was an eye-opener. The student is mute, visually impaired, and is autistic. He knows little sign language and relies heavily on his iPad for communication. I tried to introduce the student to a maze application that he never used before and was met with outbursts and self-abuse. Parents told me this often happens when new information is introduced to him. If he discovers a new game, it is fine, but when others introduce something and he cannot figure it out immediately, he becomes frustrated and can turn violent. At school, he does have his own paraprofessional that stays with him throughout the school day. His reading level is that of a kindergarten or first-grade student. I would not do anything different with this student. My individual contribution was to follow his IEP and see how I could improve his communication.
I have worked as an inclusion teacher for most of my educational career. I was a part of many IEP meetings and understand how students’ needs must be met through the IEPs. Before this experience, I have never worked with adaptive technology in this way. During our meetings, I facilitated conversations and he used his adaptive and assistive technology (iPad) to respond to my questions. The questions were basic at first. He was reluctant to open up to me. He is able to communicate using his iPad and the application Proloquo 2 Go. The great feature about the app is that you can add words, phrases, and sentences for him to use as he progresses through school. The phrases and sentences in there now are simple sentences. Nothing to complex.
I learned a great deal form this experience. Since the student was visually impaired and mute, the family and educators that worked with him relied heavily on the iPad for communication and learning. Often during our meetings, he would want to play games on the iPad and not communicate or want to complete work. One thing I would have done differently would have been a bit more assertive with him. Because of his situation, I did not assert myself as I would with classroom students. If he wanted to play his games I would ask nicely for him to stop and continue with me, but often his parent stepped in and assisted me with getting him back on track.
This artifact impacted student learning because the activity followed the student’s IEP goals and objectives. The student is home-schooled and relies on his iPad to complete daily work and communication with all. The impact can be assessed by the addition of new vocabulary words that were created in Proloquo 2 Go.
Working with this student was an eye-opener. The student is mute, visually impaired, and is autistic. He knows little sign language and relies heavily on his iPad for communication. I tried to introduce the student to a maze application that he never used before and was met with outbursts and self-abuse. Parents told me this often happens when new information is introduced to him. If he discovers a new game, it is fine, but when others introduce something and he cannot figure it out immediately, he becomes frustrated and can turn violent. At school, he does have his own paraprofessional that stays with him throughout the school day. His reading level is that of a kindergarten or first-grade student. I would not do anything different with this student. My individual contribution was to follow his IEP and see how I could improve his communication.
I have worked as an inclusion teacher for most of my educational career. I was a part of many IEP meetings and understand how students’ needs must be met through the IEPs. Before this experience, I have never worked with adaptive technology in this way. During our meetings, I facilitated conversations and he used his adaptive and assistive technology (iPad) to respond to my questions. The questions were basic at first. He was reluctant to open up to me. He is able to communicate using his iPad and the application Proloquo 2 Go. The great feature about the app is that you can add words, phrases, and sentences for him to use as he progresses through school. The phrases and sentences in there now are simple sentences. Nothing to complex.
I learned a great deal form this experience. Since the student was visually impaired and mute, the family and educators that worked with him relied heavily on the iPad for communication and learning. Often during our meetings, he would want to play games on the iPad and not communicate or want to complete work. One thing I would have done differently would have been a bit more assertive with him. Because of his situation, I did not assert myself as I would with classroom students. If he wanted to play his games I would ask nicely for him to stop and continue with me, but often his parent stepped in and assisted me with getting him back on track.
This artifact impacted student learning because the activity followed the student’s IEP goals and objectives. The student is home-schooled and relies on his iPad to complete daily work and communication with all. The impact can be assessed by the addition of new vocabulary words that were created in Proloquo 2 Go.