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: Assistive Technology Field Experience
Reflection:
The assistive technology implementation plan was completed to help a chosen student be more successful in the classroom through the use of assistive technology. In completing this plan, I had to first identify a student who would be open to receiving individualized assistance through this assistive technology plan. After selecting a student, I had to analyze the student’s Individualized Education Program (IEP) and find areas for improvement and brainstorm methods in which assistive technology could help this student meet or exceed his IEP goals. The assistive technology implementation plan was then implemented with the student during a unit in biology class. I created the assistive technology implementation plan individually and was able to implement particular parts of the plan with the assistance of the special education teacher in the classroom.
Standard 3.4 sets the foundation for the facilitation of the use of adaptive and assistive technologies to support the learning needs of an individual student. This artifact demonstrates my ability to create and implement an assistive technology plan with a selected special education student. This assistive technology plan was facilitated within a team-taught special education classroom which allowed for more opportunity to work with the student on an individual basis. This assistive technology plan also allowed for the facilitation of improved independence by the student and a subsequent improvement in this student’s ability to exceed the expectations of his IEP learning goals.
I benefited both personally and professionally in completing this assistive technology implementation plan. The student I worked with on this assistive technology plan was a troublesome young man early in the school year and I had also had several issues with his mother and a continual clash in terms of what he was capable of achieving and what he was actually achieving in my classroom. After working with this student during the assistive technology plan, I formed a great relationship this student and even earned the support of his mother which benefited all of us.
From a professional standpoint, I learned exactly what assistive technology is and what forms it can take in the classroom. I did not have much experience with assistive technology but was excited to learn about all the different types and tailor a plan best for the student I was working with for the assignment. During the implementation, I not only realized how assistive technology could work for this student, but also how I can use assistive technology to benefit all my other students that were in need of additional support to be more successful. In doing an assistive technology plan in the future, I would like to work with more than one student to determine different methods for assistive technologies and compare the differences of implementation for each student. I had a great participant for my assistive technology plan but I would like to know how this plan would have worked for students who may not have been as open to being a participant.
The assistive technology implementation plan was very beneficial to student learning. Even though the plan was only implemented with one student, the creation and implementation of the plan gave me a new perspective on assistive technology in general and how I can use it with many other students. The student I worked with also benefited greatly in that he felt accomplished and confident in the classroom. In addition, after implementing a calendar app on his phone with him as part of his assistive technology plan, many other students began doing the same thing and were also more successful in the classroom in part to a form of assistive technology. The impact was assessed based on comparing this particular student’s accomplishments to his IEP goals. He met or exceeded his IEP goals that we focused on during the assistive technology implementation plan and was very pleased with his work. Additional impact can be assessed by this student’s future success in the classroom and whether he continues to use the assistive technology methods he learned as part of this plan in future courses to aid in his success.
The assistive technology implementation plan was completed to help a chosen student be more successful in the classroom through the use of assistive technology. In completing this plan, I had to first identify a student who would be open to receiving individualized assistance through this assistive technology plan. After selecting a student, I had to analyze the student’s Individualized Education Program (IEP) and find areas for improvement and brainstorm methods in which assistive technology could help this student meet or exceed his IEP goals. The assistive technology implementation plan was then implemented with the student during a unit in biology class. I created the assistive technology implementation plan individually and was able to implement particular parts of the plan with the assistance of the special education teacher in the classroom.
Standard 3.4 sets the foundation for the facilitation of the use of adaptive and assistive technologies to support the learning needs of an individual student. This artifact demonstrates my ability to create and implement an assistive technology plan with a selected special education student. This assistive technology plan was facilitated within a team-taught special education classroom which allowed for more opportunity to work with the student on an individual basis. This assistive technology plan also allowed for the facilitation of improved independence by the student and a subsequent improvement in this student’s ability to exceed the expectations of his IEP learning goals.
I benefited both personally and professionally in completing this assistive technology implementation plan. The student I worked with on this assistive technology plan was a troublesome young man early in the school year and I had also had several issues with his mother and a continual clash in terms of what he was capable of achieving and what he was actually achieving in my classroom. After working with this student during the assistive technology plan, I formed a great relationship this student and even earned the support of his mother which benefited all of us.
From a professional standpoint, I learned exactly what assistive technology is and what forms it can take in the classroom. I did not have much experience with assistive technology but was excited to learn about all the different types and tailor a plan best for the student I was working with for the assignment. During the implementation, I not only realized how assistive technology could work for this student, but also how I can use assistive technology to benefit all my other students that were in need of additional support to be more successful. In doing an assistive technology plan in the future, I would like to work with more than one student to determine different methods for assistive technologies and compare the differences of implementation for each student. I had a great participant for my assistive technology plan but I would like to know how this plan would have worked for students who may not have been as open to being a participant.
The assistive technology implementation plan was very beneficial to student learning. Even though the plan was only implemented with one student, the creation and implementation of the plan gave me a new perspective on assistive technology in general and how I can use it with many other students. The student I worked with also benefited greatly in that he felt accomplished and confident in the classroom. In addition, after implementing a calendar app on his phone with him as part of his assistive technology plan, many other students began doing the same thing and were also more successful in the classroom in part to a form of assistive technology. The impact was assessed based on comparing this particular student’s accomplishments to his IEP goals. He met or exceeded his IEP goals that we focused on during the assistive technology implementation plan and was very pleased with his work. Additional impact can be assessed by this student’s future success in the classroom and whether he continues to use the assistive technology methods he learned as part of this plan in future courses to aid in his success.