Teachers have to understand the importance of assistive technology. This is something I learned during the field experience. In order for this student to communicate, assistive technology was needed. In this case, the teacher doesn’t necessarily need to learn the technology, but the student must use if for communication. Sign language was taught to the student and was not successful. He knows a few basic signs, but needs the iPad to communicate. While in school, the student uses computers that are enlarged for him to see, because he is visually impaired. However, he becomes frustrated and prefers his iPad. Books and simple comprehension questions are read to him on his iPad. Simply put, assistive technology is needed for students to be able to succeed in school and life.
In my case, they were just responsible to the IEP part. The parents provided the iPad and the $300 Proloquo 2 Go application the student needs in order to communicate wants and needs. So in this case, what is the schools responsibility. The parent discussed that the school tried other applications that were free or much lower in cost, but could not provide enough for him to be successful in school. So the parents purchased it themselves. However, the application and iPad are written into his IEP and are a must have at school. The students parents told me that they have to make sure the iPad is fully charged and ready for the school day.
Understand what kind of technology the student needs and how the student uses it in the classroom. I still think it is important for teachers to understand how the assistive technology is used, and how to troubleshoot problems. The student that I worked with is in the Life Skills and education for Students with Autism and other Pervasive Behavioral Challenges (LEAP) program. Simply put, without his iPad, the student cannot function in the classroom, and will be unable to communicate, and will become aggressive. Teachers must understand which assistive technologies work best for their students, and try different ones until the proper one is found.
Working with this student was a eye opener. The student is mute, visually impaired, and is autistic. He know 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 we 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. He is in the LEAP program at P.B. Rich middle school, which teaches life skills. His reading level is that of a kindergarten or first grade student. I would not do anything different with this student. 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 their now are simple sentences. Nothing to complex. My one question involves his current school. Why does the parent have to supply the iPad and application for school as well? Why does the school not supply this for the student? The parent said the hoops you have to jump through are not worth it so they bought the iPad and application themselves. Trying to figure out why they had to do that when this student clearly is unable to communicate without it.
This experience has given me a new way to assess my students. Using the MDP helped me understand that developing projects like this are not as difficult as expected. This is something I plan on bringing back to my peers and showing them how easy it is to complete a task like this. The hardest part in completing all the research and information you want to put into your project, but constructing the project was not as difficult as I imagined. The impact can be assessed simply by collecting data on students success. How are students performing on the summative assessments in their classes? This will impact our school improvement because I plan to bring this information back to my peers and walk them through the process during a staff development meeting.
In my case, they were just responsible to the IEP part. The parents provided the iPad and the $300 Proloquo 2 Go application the student needs in order to communicate wants and needs. So in this case, what is the schools responsibility. The parent discussed that the school tried other applications that were free or much lower in cost, but could not provide enough for him to be successful in school. So the parents purchased it themselves. However, the application and iPad are written into his IEP and are a must have at school. The students parents told me that they have to make sure the iPad is fully charged and ready for the school day.
Understand what kind of technology the student needs and how the student uses it in the classroom. I still think it is important for teachers to understand how the assistive technology is used, and how to troubleshoot problems. The student that I worked with is in the Life Skills and education for Students with Autism and other Pervasive Behavioral Challenges (LEAP) program. Simply put, without his iPad, the student cannot function in the classroom, and will be unable to communicate, and will become aggressive. Teachers must understand which assistive technologies work best for their students, and try different ones until the proper one is found.
Working with this student was a eye opener. The student is mute, visually impaired, and is autistic. He know 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 we 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. He is in the LEAP program at P.B. Rich middle school, which teaches life skills. His reading level is that of a kindergarten or first grade student. I would not do anything different with this student. 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 their now are simple sentences. Nothing to complex. My one question involves his current school. Why does the parent have to supply the iPad and application for school as well? Why does the school not supply this for the student? The parent said the hoops you have to jump through are not worth it so they bought the iPad and application themselves. Trying to figure out why they had to do that when this student clearly is unable to communicate without it.
This experience has given me a new way to assess my students. Using the MDP helped me understand that developing projects like this are not as difficult as expected. This is something I plan on bringing back to my peers and showing them how easy it is to complete a task like this. The hardest part in completing all the research and information you want to put into your project, but constructing the project was not as difficult as I imagined. The impact can be assessed simply by collecting data on students success. How are students performing on the summative assessments in their classes? This will impact our school improvement because I plan to bring this information back to my peers and walk them through the process during a staff development meeting.