The video clip “How Assistive Technology Enables Dreams,” (“How Assistive Technology Enables Dreams | Edutopia,” n.d.) is inspiring in many ways. Just as I began adjusting to this course opening the door to the technological classroom, it is now honing in on meeting the needs of the disabled child in that classroom. With extra effort and time, teachers can always make modifications in their lesson plans for students with disabilities. Evaluating whether or not those modifications are effective is probably the most vital step in the entire process. Assistive technology, however, may not always be an option. Although inspiring, assistive/adaptive technology (AAT) seems almost a far-fetched idea because, under current conditions, our education system has difficulty meeting the needs of students without disabilities. Teachers make accommodations for students with disabilities as best they can, with what they have, but never at the level shown in the video. However, I must add I have never had a student with as severe a disability as the ones seen in the video so my perspective may be skewed.
The important features of a revised lesson plan would be to revise the objective and revise the learner participation section for that lesson plan as it pertains to the child with the disability. It would include the different technology needed by the student to achieve his/her specific goals. The variations would be altered from lesson to lesson.
I think it comes down to being able to provide the assistive technology to the students who need it. Many parents probably are not aware and not made aware of what is out there to assist their children. Many times they have probably become complacent because they do not know devices are available to help, do not know how to go about getting the device, and as mentioned in the video have difficulty “getting through the red tape.” (“How Assistive Technology Enables Dreams | Edutopia,” n.d.)
Initially, I would review the student’s IEP and refer to the recommendations and accommodations made for the student. I would hope to find some assistive technology the student uses regularly and research the device so I am familiar with it as well. Then I would meet with the parents and the student informally to see what their expectations are for my subject area. From there, I would be able to get a general idea of what accommodations I would have to be able to incorporate in my day to day lessons and projects.
The Individuals with Disabilities Education Act (IDEA) mandates the needs of disabled students be met in the classroom.(“IDEA - Building The Legacy of IDEA 2004,” 2004) However, despite being mandated by law, lesson plans should always be flexible enough to be modified and to accommodate the needs of disabled students. Lesson plans are a creation of the teacher. It is the responsibility an teacher holds to provide an adequate education to the students they serve. There is never a reason a lesson plan cannot be modified because a teacher can create it and manipulate it as needed. At the beginning of the year, teachers should be provided a child’s IEP. Knowing there is a student with a specific disability allows a teacher to provide ways for the student to participate successfully and achieve their individual goals in that class.
I am aware there is a degree of extra effort needed to meet the needs of students’ with disabilities. Realistically, sometimes inclusion can be challenging for the teacher, but it is a requirement of the services teachers’ provide. So to me, there is no question and no argument otherwise. Personally, I have not had a student with any severe disability so I am only able to provide my thoughts based on my experience to date.
I would rely heavily on the student’s feedback and performance. I would seek their opinion as to whether or not the revised activity was beneficial academically and whether it was challenging and also enjoyable for them. I would also seek out the parents’ suggestions and ideas beforehand about their child’s abilities and interests.
Assistive technology truly enables dreams. Watching the video clip was encouraging, however, discouraging at the same time. Knowing such technology exist gives me hope for students with even the most serious disabilities. It was discouraging because of Guam’s particular circumstances. I feel as though our students with disabilities have an even greater obstacle ahead of them than students with disabilities in the mainland in gaining access to such devices despite having a right to that opportunity with IDEA. The great thing about technology is it continuously improves and continually finds its way into the hands of a majority of the population despite socioeconomic status. It is only a matter of time. At one time only a few people had a cell phone and now everyone does. I hope it will someday be the same for assistive technology. Parents play a vital role in the entire process of attaining these assistive devices because only a parent will fight for their children with the level of commitment needed to gain results. I believe teachers make accommodations needed to meet the needs of students with disabilities and would welcome any assistive technology in the classroom if it meant enabling dreams.
References:
How Assistive Technology Enables Dreams | Edutopia. (n.d.). Retrieved April 2, 2012, from http://www.edutopia.org/assistive-technology-enabling-dreams-video
IDEA - Building The Legacy of IDEA 2004. (n.d.). Retrieved April 2, 2012, from http://idea.ed.gov/
Hi:
ReplyDeleteNicely written.
-j-