Using Assistive Technology in the Inclusive Classroom
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Using assistive technology allows a person with a disability or learning problem to enhance their performance and complete tasks more efficiently and independently (Morrison, 2007).
Most importantly, it may allow them to complete a task that they may otherwise have not been able to achieve as well.
Using assistive technology can help to improve students’ self-confidence, esteem, efficacy, motivation, and beliefs in themselves and their success.
Common Examples of Assistive Technology in the Classroom (NWCO, 2015):
Key Points to Consider When Using Assistive Technology in the Classroom:
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- Utilize the support and guidance from school. Each school should have a clear vision with long term goals for incorporating AT (Morrison, 2007).
- Collaborate with any technical support and providers of the technology (Morrison, 2007).
- Work with SERT, educational assistants, and other teachers to provide support.
- IEP: Ensure that AT is incorporated into a students’ IEP and both parents and students are involved in the process of implementing AT in the classroom.
- Consistent open communication with parents and the student.
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- Choose AT that is suitable for the student and meets their needs.
- Ongoing assessment of AT to ensure effectiveness.
- Ensure that training is provided to teacher and all EAs that are using the technology in the classroom if needed (Sider and Maich, 2014).
- Consider the instructional environment and the area being used- space, access to outlets, layout of the room.
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- Use a UDL (Universal Design for Learning) perspective which utilizes strategies and resources that considers the needs of all students (Morrison, 2007; Sider and Maich, 2014).
- Use assistive technology as a way to engage students in the lesson while still allowing students to complete activities and assignments independently.
- Develop lesson plans that automatically and intentionally incorporate use of AT tools if this is available (i.e. laptops, ipads, computer room) (Edutopia, 2015).
- Clear objectives and outcomes should be identified for each student using the AT in the classroom
- AT must enhance the learning outcome and help students reach their goals.
Case Study: Using Assistive Technology in LouAnne's Classroom
Case Study: In the case study, LouAnne is a grade 5 teacher in a very diverse classroom with a number of students with special needs. There are a number of examples of assistive technology that LouAnne can use in her classroom to better assist her students in order to allow her students to access the curriculum and encourage their independent learning as well.
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James- Gifted learner with ASD and has strong computer skills
- Instructional software to further his skills such as programs with higher level material and a laptop/ipad to complete activities (such as researching and creating presentations on topic of study)
- Websites to enhance learning such as creating Prezi and websites from http://www.thekidstory.com/websites-for-gifted-children/
- Buddy with partner to complete AT lessons
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Josie- Nonverbal with Angelman Syndrome (EA)
Ideas are taken from SNOW website and Great! Schools website.
- Has an ipad to communicate
- Talking calculators, spell checkers and audio programs to have words spoken to her (to improve her nonverbal skills)
- Buddy with partner to complete AT lessons
Ideas are taken from SNOW website and Great! Schools website.
For both LouAnne and any teacher using assistive technology in the classroom, always remember the following quote:
"The first and most important principle of technology integration is that the focus should be on the outcome of the instruction, and not on the technology itself. When technology is used just for the sake of doing something new and different, teachers fail to harness the affordances of the technology to support the needs of the learning situation" (Hobgood and Ormsby, 2011).
"The first and most important principle of technology integration is that the focus should be on the outcome of the instruction, and not on the technology itself. When technology is used just for the sake of doing something new and different, teachers fail to harness the affordances of the technology to support the needs of the learning situation" (Hobgood and Ormsby, 2011).
Additional Resources
SNOW Resources Including Available Workshops
OTF Resources on Assistive Technology
Assistive Technology in the Inclusive Classroom Document
Technology Tooklit for UDL Design in Classrooms
Assistive Technology Resources
APPS for Children with Special Needs
OTF Resources on Assistive Technology
Assistive Technology in the Inclusive Classroom Document
Technology Tooklit for UDL Design in Classrooms
Assistive Technology Resources
APPS for Children with Special Needs
Works Cited
Edutopia. (2007). What is successful technology integration. Accessed 15 February 2015, from http://www.edutopia.org/technology-integration-guide-description
Hobgood, Bobby and Ormsby, Lauren. (2011). Inclusion in the 21st century classroom: differentiating with technology. Accessed 2 March 2015, from http://www.learnnc.org/lp/editions/every-learner/6776
Morrison, Karen. (2007). Implementation of assistive computer technology: A model for school systems. International Journal of Special Education, 22(01), 83-95.
NWCO. (2015). Assistive technology. Accessed 2 march 2015, from http://nwboces.schoolfusion.us/modules/cms/pages.phtml?sessionid=ac14e91f93f5a27514573a31bdac935e&pageid=44464&sessionid=ac14e91f93f5a27514573a31bdac935e
Rasking, Marshall and Stanberry, Kristin. (2010). Assistive technology for kids with LD: an overview. Accessed 14 February 2015, from http://www.greatschools.org/special-education/assistive-technology/702-assistive-technology-for-kids-with-learning-disabilities-an-overview.gs?page=all
Sider, Steve and Kimberly Miach. (2014). Assistive technology tools. What Works? Research into Practice. Accessed from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html
SNOW. (2013). Assistive technology. Accessed 15 February 2015 from http://www.snow.idrc.ocad.ca/
Hobgood, Bobby and Ormsby, Lauren. (2011). Inclusion in the 21st century classroom: differentiating with technology. Accessed 2 March 2015, from http://www.learnnc.org/lp/editions/every-learner/6776
Morrison, Karen. (2007). Implementation of assistive computer technology: A model for school systems. International Journal of Special Education, 22(01), 83-95.
NWCO. (2015). Assistive technology. Accessed 2 march 2015, from http://nwboces.schoolfusion.us/modules/cms/pages.phtml?sessionid=ac14e91f93f5a27514573a31bdac935e&pageid=44464&sessionid=ac14e91f93f5a27514573a31bdac935e
Rasking, Marshall and Stanberry, Kristin. (2010). Assistive technology for kids with LD: an overview. Accessed 14 February 2015, from http://www.greatschools.org/special-education/assistive-technology/702-assistive-technology-for-kids-with-learning-disabilities-an-overview.gs?page=all
Sider, Steve and Kimberly Miach. (2014). Assistive technology tools. What Works? Research into Practice. Accessed from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html
SNOW. (2013). Assistive technology. Accessed 15 February 2015 from http://www.snow.idrc.ocad.ca/