Using Assistive Technology in the Classroom

It used to be challenging having disabled students attend a regular classroom environment, but with today’s technology, that just isn’t the case. Thanks to Assistive/Adaptive Technology disabled students can function in a classroom just like any other student. With Assistive/Adaptive Technology disabled students with little to no hand movements, visual, or speech impairments students are able to read, write, and communicate, what they’ve learned. Whether it is Math, Social Studies, Language Arts, or Science disabled students are learning and having fun too.

For students with reading difficulties or visually impaired the textbook can be uploaded or scanned into the computer. The computer will read the book to the student while using headphones so as not to disturb the other students. Students who are not able to speak can use a device to assist them. The teacher can have words programmed into this device and have commands sent by a head mounted infrared pointer or by pressing a single finger to one key. For students who are visually impaired there are books written in Braille. The text can also be converted to Braille and printed for the student to read.

Teachers must modify lesson plans to include disabled students, because the child has a type of disability that will prevent him/her from being able to learn. The student will need some type of assistance or learning tool. The disabled student’s Individualized Education Program or IEP informs teachers of the type of disability and what type of modification the disabled student will need to complete the assignments.

Lesson plans should always be modified to include disabled students. This will make the disabled student feel like they are just as normal as any other student. It makes them feel a sense of belonging and that they are treated like any other student. The assignments may be modified, but they are learning like every other student in class.

There are different Assistive/Adaptive Technology tools available for disabled students, it is just depends upon the type of disability. There are sound-activated switches, treadle switches for those with arm, elbow, and foot or knee control. There is the pillow switch, which is a soft, fabric covered switch often used when activation is by a facial movement. The sip-and-puff switch controlled by voluntary inhaling and exhaling, used by those with spinal cord injuries. The eyeglass switched is activated by a purposeful eye movement and the arm slot control switch is for those without fine motor control.

So with Assistive/Adaptive Technology no matter what type of disability there is a tool available. It’s just a matter of assessing what the disabled student can do and learning to use the Assistive/Adaptive Technology tool.

Writing a Technology Lesson Plan

I would use The NETS*T standards of Assessment and Evaluation for the digital lesson plan. Students will conduct a survey, use a spreadsheet, create a column chart or bar graph, and present the findings, which will meet all three learning objectives and standards.

At first, I thought preparing a lesson plan would be easy because I’ve done it several times. I was wrong. It was difficult, because it wasn’t just another lesson plan. It was a new format of preparing a lesson plan and a lesson plan using technology, which was new to me. The format was different than what I was used to. I had to decide the type of activity and data to collect in order to assign it to the students using technology. I also didn’t know if it was going to run smoothly or if enough time was allotted for the activity.

I used the search engine dogpile.com to search for rubrics and several examples of ASSURE lesson plans. I also used the excel spreadsheet to input the data and create a bar graph. Instead of trying to create a group presentation rubric for this lesson plan, I was able to search online for rubrics that I liked. I found many different websites with rubrics. I finally decided on Teachnology, a website that creates a rubric using your objectives, school name, title of rubric, and teacher name placed on it. You were able to choose a picture for your rubric, so it made it personal too.

The best part of preparing the digital lesson plan was seeing the different samples of lesson plans. It intimidated me, but at the same time made me want to work harder. It helped me to understand that there really isn’t one way to prepare a lesson plan, just a format. You can be as creative, as long as the substitute teacher understands how to execute your lesson plan. It also made me want to prepare a lesson plan equivalent to or even better than the samples I reviewed. It can be a lesson plan for one day or one week.

References:
NETS*S. http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm [Retrieved 13 February 2009]

Teachnology. http://www.teach-nology.com/web_tools/rubrics/ [Retrieved 11 February 2009]