Final Reflections & Connections

Although this last blog entry is titled Final Reflections, we all know that isn't true. Constant reflection is an integral part of every teacher's process of self-evaluation. We need to think about what we do in the classroom, concentrating on what worked and what didn't work. Since I have yet to obtain my teaching certification, my reflection doesn't pertain to the classroom but what I have learned in this course. 
The things I have learned in this course are almost too numerous to list. That being said, a few things stick out.

Bennie, the young man who was destined to be trapped in his own body, who came up with the idea to stick a dowel on the bottom of his shoe so that he could use his one moveable limb, his left leg, to communicate with the world via a typewriter.

The good people over at CAST The Center For Applied Special Technology who formed their organization over a pizza lunch in 1984.

The Universal Design For Learning, which a set of principles for curriculum development, whose main goal is to give all students equal opportunities to learn. 

I learned about the numerous types of Assistive Technology available to us to help us achieve our teaching goals. From low tech AT such as reading rulers to high tech DynaVox communication devices, the amount of AT out there is equally inspiring and overwhelming.

Ultimately, not having much experience with special education students, this course in conjunction with my volunteer service has given me the chance to put myself in their position, to see their views and experiences not through the lens of an adult teacher but as a elementary-age student. That can be, and was, a little scary. Even though special education students have it a little bit better today than during my time in elementary school, being a special education student can be very stressful and scary.  This course has given me some of the tools and knowledge to make school a positive experience for all my students.

Chapter 14 - Focus Questions

1. How can assisitive technology serve as a reasonable accommodation for students with disabilities in college?

        AT can be used to help college students during classes and testing situations and in completing assignments. 
- a student is unable to take notes they may use a SmartPen to record lectures.
- student that cannot hear or understand lectures may be given a Sign language interpreter
- students that need to asscess the internet can be provided screen maghifications, screen reading, or text-to-speech applications.

5. How can apps for the iPhones, iPod Touch, and other handheld devices be used to provide visual supports for students with severe disabilities?

        Visual supports can make use of any of the symbol systems such as line drawings or tacile symbols. Visual supports can be created by taking digital photos of the actual student in each environment or completeling each step in an activity. (Example: Sample talking picture schedule, created with the iPrompt app.) 

Implementation Resources for Assistive Technology

 This course has given me good look at what has been used, what currently is in fashion, and what the future may hold in the Assistive Technology field.

The last part of that statement was clearly on display at the Assistive Technology Conference I attended last week. I was certainly overwhelmed at all the kinds of AT at our disposal. It was certainly an eye-opening experience, most of that had to do with the prices of the AT. 

So now we know what's out there. All that remains is knowing how to implement these resources.  Here are two sites that help you do just that.

1. University Of Kentucky Assistive Technology Project (UKAT)
This website is in fact a toolkit, similarly to the one found at CAST.org's website. The UKAT Toolkit is all about showing you how to implement AT in your classroom. The site has an overview of AT, well written instructions, different tools to use and more importantly, how to use them.  Despite all this useful information, the site is not very user friendly. It looks like it was designed in the early 90's. Navigating the site also proved to be a little confusing. Despite this, it is another site that I will add to my portfolio.

2. Assistive Technology Implementation: Working Together to Make a Measurable Difference
This website, much like the UKAT website, helps teachers in many ways. It gives you the purposes and results of various types of AT. It helps  you plan the implementation of AT in your classroom. What I liked the most about this site was that it gives you results of successful usage of AT. Basically, it lets you know what has been proven to work. That in and of itself, is worth a visit. 

The Importance Of Supporting Augmentative Communication At Home And In The Community

Why is it so important for educators to support Augmentative Communication for students at home and within the community?

Simply put, because it is our duty to do so. These students are members of the community and it is imperative that they be able to navigate said community to lead productive lives. 

Some more reasons include:

• The acknowledgment that a child's communication demands in the community differ from those at school
• The reinforcement of skills learned in the classroom
• The involvement of family and/or guardians in Augmentative Communication planning and implementation

Designing Augmentative Communication Systems For Both Home And Community Demands

Special Education teachers are not just given the responsibility to teach students how to succeed in the classroom, they must also take into account how the students are to succeed in the community at large.

How does one possibly tailor their teaching to achieve student success at home and in the community? 

Success At Home

• Keep it simple
• Teachers must be actively involved
• Take into account the family involvement, culture, places and activities of the student
• Help train the families
• Teach members of the family on how to provide opportunities for communication.
• Teach them patience
• Allow parents to take the initiative in expanding their child's communication skills

Integrating Augmentative Communication Into An IEP

Much like any other AT device, augmentative communication (AC) must be researched and tested by members of the IEP team. More often than not, this responsibility will fall into the hands of the general ed teacher and/or the special ed teacher.  

The following criteria must be considered:

• The specification of AC components
• The specification of the use of said components
• Acknowledging that AC must be considered for all nonverbal students
• The incorporation of the  AC into goal planning
• Listing the AC services that need to be provided
• Identifying the IT techs or personnel responsible for maintaining the AC device

Overcoming "Learned Helplessness"

Nothing hurts a teacher more than to see a student struggling. This feeling can be compounded by students who feel that they are too dumb to learn. Whether they have learned this by being told so, or whether it is through an innate sense of low self esteem, it can be combatted with proven strategies.

Some of which include the following:

• Allowing natural consequences to occur and to provide avenues for repair. This mandates setting up or altering the environment to proved less support or sabotage.
• Developing a brief daily report to parents that is given to them by the student.
• Build a daily expectation of class communication through specific activities and allowing the students to pick the activity.