Standard 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: ITEC 7445 Assistive Technology Implementation Plan
Reflection:
In my Spanish II class, I had a student that needed more than just additional remediation and time. I created an Adaptive and Assistive Technology Plan to meet the needs of this student while in the Spanish II level class. This Adaptive and Assistive Technology Plan that I created best demonstrates how I facilitated the learning process for content mastery by incorporating these technologies.
First I read his Individualized Education Plan and corresponded with his mother. I spoke with his case manager and discussed the possibilities of utilizing adaptive and assistive technologies to facilitate the learning process. I then met with his mother, his case manager, the counselor and assistant principles to discuss the need for this type of technology implementation. The student is autistic and struggles with communication. He stuttered and also became aggressive easily (even if someone spoke too loudly for him). The type of technology that I facilitated the process to implement was headphones (brown noise) and we decided it would be best for him to utilize an online program to learn Spanish as he thrived in an online environment. He was also allowed to use an online dictionary because that brought him comfort and aloud him reassurance when he felt uncertain.
Through this experience, I learned the ins and outs of GradPoint. I literally took training to learn how to use this online program. I learned how to select which assignments on GradPoint would be most impactful and necessary for this student to meet learning goals. It was a very eye-opening process.
If I had to do it again, I would have tried this technique in the Spanish I class with the same student. He stayed so nervous and aggressive in a regular classroom setting that I think it made his anxiety worse and also affected the learning and behavior of other students. Once I had the go ahead to implement these devices and supports, his demeanor changed and he and I were able to communicate more effectively.
I think that this experience greatly impacted student learning. The use of adaptive and assistive technologies eased a tense situation to be resolved and promoted student learning for all students in the Spanish II class. It allowed the individual student to reach content mastery (before he was too distracted) and learn Spanish. The impact of student learning can be assessed by comparing the student’s grade in Spanish II and Spanish I in a regular class setting to his grade after he was able to take the online class. His grade drastically improved. Also, overall class disruptions almost ceased when this transition occurred, thus increasing the learning of the class.
In my Spanish II class, I had a student that needed more than just additional remediation and time. I created an Adaptive and Assistive Technology Plan to meet the needs of this student while in the Spanish II level class. This Adaptive and Assistive Technology Plan that I created best demonstrates how I facilitated the learning process for content mastery by incorporating these technologies.
First I read his Individualized Education Plan and corresponded with his mother. I spoke with his case manager and discussed the possibilities of utilizing adaptive and assistive technologies to facilitate the learning process. I then met with his mother, his case manager, the counselor and assistant principles to discuss the need for this type of technology implementation. The student is autistic and struggles with communication. He stuttered and also became aggressive easily (even if someone spoke too loudly for him). The type of technology that I facilitated the process to implement was headphones (brown noise) and we decided it would be best for him to utilize an online program to learn Spanish as he thrived in an online environment. He was also allowed to use an online dictionary because that brought him comfort and aloud him reassurance when he felt uncertain.
Through this experience, I learned the ins and outs of GradPoint. I literally took training to learn how to use this online program. I learned how to select which assignments on GradPoint would be most impactful and necessary for this student to meet learning goals. It was a very eye-opening process.
If I had to do it again, I would have tried this technique in the Spanish I class with the same student. He stayed so nervous and aggressive in a regular classroom setting that I think it made his anxiety worse and also affected the learning and behavior of other students. Once I had the go ahead to implement these devices and supports, his demeanor changed and he and I were able to communicate more effectively.
I think that this experience greatly impacted student learning. The use of adaptive and assistive technologies eased a tense situation to be resolved and promoted student learning for all students in the Spanish II class. It allowed the individual student to reach content mastery (before he was too distracted) and learn Spanish. The impact of student learning can be assessed by comparing the student’s grade in Spanish II and Spanish I in a regular class setting to his grade after he was able to take the online class. His grade drastically improved. Also, overall class disruptions almost ceased when this transition occurred, thus increasing the learning of the class.