This web page explains that Assistive Technology is "any device or system that helps to improve the functional capacity of people with disabilities." AT is generally divided into three categories: low-tech, medium-tech, and high-tech. Low-tech usually means a non-electronic device like a laptop stand. Medium-tech includes devices that are more complicated, like alternative mice or keyboards, and are used by people with "some degree of independent functioning." High-tech devices are more "sophisticated communication and computer control systems" that require considerable training and support; and they're designed for people with very little functioning or communication abilities. This section of the website provides information related to finding the most appropriate fit for the AT for the student and the school. There are other sections that explain the limitations and possibilities of AT, and the necessary factors to consider when choosing appropriate AT. And there are several subsections that provide more detailed information on the various types of AT tools and applications that are available.
My Thoughts: This was really interesting to read. I always knew there was a feature in Windows for Accessibility Options, but I had no idea exactly what it did or all of the features that it provides. I think it's really cool that the keyboard can be set to provide ease of access in so many ways for people with disabilities. It was interesting also to read about the options for people with visual impairments. I know it's not the same thing, but I just had to get bifocals last year (and I'm already nearsighted) because text was becoming incredibly challenging for me to read. So on my own I figured out how to increase the font/view size in web browsers. Even with my bifocals text is not completely easy to read--especially on my computer monitor. Reading text on my computer and in a book or something are very different things. I still have to zoom my view on most web pages in order to read things more easily. And I have switched to reading books on my iPad so that I can adjust the font sizes in books that way (otherwise I'd go mad squinting all the time--or having to take off my glasses and hold things up close to my face to read them!). So I do have a slight understanding of the visual challenges that can be alleviated through AT. I'm glad to know that there are other alternatives for people with severe visual impairments as well. And just reading about all of the AT possibilities that are available for people with so many types of physical challenges or impairments was very informative.
Assistive Technology: What It Is and How It Works
This web article discusses how it is important to understand what AT is in order to find the right tools for the child/student who needs it. It defines AT as "any device, piece of equipment, or system that helps a person with a disability work around his challenges so he can learn, communicate, or simply function better." Like the previous website, this article talks about the variety of AT tools and how they range from simple tools to high-tech devices. It is noted that IDEA requires that schools determine what AT to purchase for the students on IEP's who need it, and they're also responsible for training teachers to use it. But the law is a bit different for students on 504's: the schools aren't required to purchase it and train teachers in its use, but they are required to "consider it as an accommodation." Details about any use of AT should also be noted in a student's IEP or 504. IEP teams recommend assessments for AT, but there aren't currently any specific standards or procedures for AT assessments. It is important to remember that the goal of AT is to assist in a child's learning so that they can reach goals and be successful; and that it can't "cure" learning or attention issues, nor can it replace ineffective teaching.
My Thoughts: I like this article because I think it breaks down AT and its capabilities and limitations in helping students with special needs be more effective learners. It really explains everything in fairly simple terms that parents can understand. It's important for parents and teachers to really understand what AT is capable of doing and what it cannot do, and also what schools are required to do (or not required to do, as they case may be) where AT is concerned.
Reflection
I have had two experiences as a teacher that were probably the most beneficial for my own growth as a teacher in the ten years that I have taught. One experience was with a student who was blind, and the other was with a student who was color blind. I am an art teacher, a completely visual subject, so you can imagine what a challenge this was for me as a teacher. I had both of these students within my first 3 years as a teacher, and they both taught me at least a little bit about AT. Everything I did for these two students was completely low-tech, but the goal both times was to help the students to achieve success by adapting tools and lessons to help them learn.
For the blind student, every lesson I taught had to be adapted specifically to meet his challenges. He did have an aide with him every day and she was a Godsend, but her presence didn't replace my need to adapt things for the student. What I did was to break down my lessons to the very basic skills I was teaching and come up with a tactile way for him to meet the lesson objectives. Often times I would have him use Play-Doh or some other type of clay that he could manipulate. Or I would use string or beads or found objects. He "saw" with his fingers, so whatever I could do to get things into his hands, that is what helped him meet the lesson objectives. I had this student for two years and he always enjoyed Art class, and I loved having him in class. I hope I taught him as much as he taught me in those two years.
And for the student who was color blind, that was almost just as challenging, particularly because other students knew he was color blind (before I did) and they teased him about it. The student approached me about it one day privately and then I constantly came up with ways to adapt tools and methods to meet his needs. If he needed to use only cool colors of markers or pencils for a project, I'd mark the markers or pencils somehow so he'd know which ones were cool. Sometimes we had a secret sort of visual cluing system that we'd use to signal which colors were correct. Whatever I did, I did it as much as possible in a non-obvious way so as not to call attention to it--because I didn't want him getting teased in class by the boys who know about his struggle. More importantly, I wanted him to feel successful, and to feel like a regular kid, which was important to him. At the end of the year I received a letter from that boy's mother, who told me that he had enjoyed Art for the first time ever thanks to me. That meant so much to me, and I still have that letter. :)
I know these aren't necessarily the greatest examples of my experience with AT. They were very low-tech, after all. But they were the first things that came to mind as I reading about AT on this week's web pages. And I left my last teaching job in 2007, which was kind of right before technology started to explode, so these are the closest things I could think of related to AT as a teacher. I hope they're appropriate anecdotes in relation to this week's readings.
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