Assistive Technology in the Classroom

Source: https://www.youtube.com/watch?v=SIm2MuJUCTE

        Assistive Technology (AT) played a big role in advancing the learning experience of students with disabilities (Hall, Cohen, Vue, & Ganley, 2014). Despite the facilitating role of AT in creating opportunities for students with disabilities to exercise human rights, access to it is limited in many countries (Borg, Larsson, & Östergren, 2011) even in the US as shown in the video. However, AT inclusion becomes a necessity in public and private high schools as technology advances in a fast pacing rate.

The inclusion of AT in lesson planning strengthens the implementation of the most current revision of the Individuals with Disabilities Education Act (IDEA) of 1997. Planning a lesson is an important element in teaching. The planning stage is challenging when teaching students with diverse skills in the classroom. A diverse classroom may include but not limited to groups of high achievers, regular students, English language learners (ESL) and students with disability. Cannella-Malone, Konrad, & Pennington (2015) stressed the inclusion of accommodations and AT, concrete topics, critical skills, explicit instruction, strategy instruction, and systematic evaluation (ACCESS) in writing and planning instructions for intellectually disabled students in the U.S.   On the other hand, the use of ASSURE lesson plan was introduced by Heinich, Molenda, Russell, & Smaldino (2002) to highlight the inclusion of technology in the classroom. ASSURE stands for the different components of the lesson plan. “A” stands for Analyze Learners; “S” for  State Standards and Objectives; “S” for Strategies, Methods, Media, and Materials; “U” for Utilize Technology, Media, and Materials; “R” for Require Learner Participation; and “E” for Evaluate and Revise. When planning a lesson, it is important to know the audience- ESL, students with disabilities and regular classroom learners. The first part of the ASSURE lesson plan highlight the step in analyzing the learner, their skills, and their capacities. This also includes whether they are capable of doing certain tasks or they can do tasks in different ways such as with the use of AT. Another important part of a lesson plan highlights the strategies, methods, media, and materials used in the lesson. It is at this point where a teacher can specify the types of approaches used for different types of learners and what type of AT will be used by students with disabilities. Accommodation and modification for students with AT are specified in this part of the lesson plan. Strategies for differentiated instruction must also be included in this section. Another important aspect of the ASSURE lesson plan is the utilization of technology, media and materials. If a student with cerebral palsy happens to use a specialized computer in responding to classroom activities, it should also be specified in this section of the plan.

In the video, differentiated instruction and strategies (see video below) for disabled learners were identified. One of the strategies where a teacher enjoined a student with cerebral palsy (CP) in a sports activity shown in the video was to assign her as a referee. Another example shown was the use of voice activated software in completing assignment for that same student. Students with physical disabilities were also provided with laptops to help them in their assignments. Activities outside the classroom such as playing instruments in a band, is also doable with the use of AT as highlighted in the video.

source: https://www.youtube.com/watch?v=YAWKxpCv1Fw

In my experience in the science classroom, the use of AT not only facilitate learning but also increases student engagement. During laboratory activities for instance, a visually impaired student may be aloof in using laboratory equipment and tools without AT. I had a visually impaired Pingelapese student last year. One of the strategies I used to involve her in our laboratory activities was to use a Magna-page magnifier (Appendix 1). The magnifier was issued by Guam Department of Education (GDOE) upon the request of the school. This allowed her to read fine prints and see in detail the laboratory procedures conducted in her group. She was also able to play her role as a critique in the cooperative learning group (CLG) she belonged with the use of this technology. Her worksheets for assessment were also modified to contain a font size of 75 or larger. I also gave her oral assessments in lieu of the written test. There are other AT used in the science classrooms specifically for students with visual impairments as highlighted in this video. Another example of how to use AT in the cla

Appendix 1. Magnifier for the blind. http://www.edb.utexas.edu/atlab/Labinventory/
Classroom/classroom-vi-main.php

ssroom is the use of free applications, educational games, and group chats that will involve students with disabilities. The AT used by CP students shown in the video which includes personalized computers based on the functional areas of the body is an amazing discovery. I cannot imagine how CP students learn and express their ideas without these devices.

Students with disabilities have Individualized Education Plan (IEP) stating the learning goals of the student. The end goal of modifying activities of the student with disability is to achieve these learning goals. In evaluating an activity designed for students with IEP, the main focus should be student interaction and engagement leading to the completion of his/her learning goals as stipulated in the IEP.

Appendix 2. FM Systems. http://jaivirdi.com/2013/02/15/the-fm-listening-system/

On a personal note, I had a student with hearing impairment during my first year of teaching. Since I was a new teacher, I was not very observant and sensitive to the needs of my students. I did not realize his disability but noticed his being drowsy in my class. It was only during the second quarter when all of his teachers in the Freshman Academy were called to talk about the provision of AT for this student. He was given FM systems (Appendix 2). All of us who had him took turns in using a small microphone connected to a transmitter. The student wore the receiver which was turned to a specific frequency or channel. I saw a tremendous change in the way this student behave and get involved in class activity after the FM system was provided. His being drowsy was lessened. He did his work with enthusiasm. He smiles a lot and react to class discussions and responded to his classmate’s jokes. It was a big turnaround. I was so amazed how AT can change lives. For students with disabilities, AT is indeed a lifeline-a major foundation of life.

References

Borg, J., Larsson, S., & Östergren, P. (2011). The right to assistive technology: For whom, for what, and by whom? Disability & Society, 26(2), 151-167. doi:10.1080/09687599.2011.543862

Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S. (2002). Instructional media and technologies for learning (7th ed.). Columbus, OH: Merrill/Prentice Hall.

Hall, T., Cohen, N., Vue, G., & Ganley, P. (2014). Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, 38(2), 72-83. doi:10.1177/0731948714544375

Cannella-Malone, H., Konrad, M., & Pennington, R. (2015). ACCESS! Teaching writing skills to students with intellectual disability. Teaching Exceptional Children, 47(5), 272-280. doi:10.1177/0040059915580032